This single‐case meta‐analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem‐solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single‐subject studies were included for analysis. The current study investigated the magnitude of the effect of mathematics interventions targeting the improvement of students’ mathematics word problem‐solving performance, and analyzed variables that moderated this effect. Results indicate a moderate overall effect size of 0.81 (95% CI [0.71, 0.90]) on word problem‐solving performance for English learners with learning disabilities and mathematics difficulties. Moderator variables such as the implementer of the interventions, instructional focus, and word problem‐solving content significantly moderated the mathematics intervention effects.

中文翻译：

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对学习障碍和数学困难的英语学习者进行数学单词问题解决干预的单例研究的Meta分析

这种单案例的荟萃分析是第一个提供定量综合的文献综述的文章，用于有学习障碍和数学困难的英语学习者的数学单词问题解决干预研究。总共包括十项单项研究以进行分析。当前的研究调查了针对提高学生数学单词问题解决能力的数学干预效果的大小，并分析了调节这种效果的变量。结果表明，具有学习障碍和数学困难的英语学习者在解决单词问题上的表现的总体效果中等，为0.81（95％CI [0.71，0.90]）。主持人变量，例如干预措施的实施者，教学重点，