This meta‐analysis synthesized research on math performance outcomes for English learners (EL) as a function of language‐focused (math vocabulary) interventions. We included group and single‐subject design studies with children from kindergarten to 8th grade (3,766 students for group, 30 for single‐subject). Group studies yielded a mean Hedges’ g of 0.26 in favor of the interventions relative to the control conditions, whereas single‐subject studies yielded a mean Percentage of Non‐Overlapping Data of 81.01% and Phi coefficient of .66 relative to baseline. Although group studies yielded small effect sizes (ESs), we found significant moderators for grade level, intervention focus, and length of intervention. Single‐subject studies yielded higher ESs than group studies, and were considered generally effective, with a high ES. This finding was attributed to a direct focus on children with math difficulties and one‐to‐one instruction. The implications for practice and future research are discussed.

中文翻译：

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针对英语学习者的以语言为重点的数学表现干预：文献的选择性荟萃分析

这项荟萃分析综合了针对英语学习者（EL）的数学成绩结果的研究，该研究是针对语言（数学词汇）干预的功能。我们纳入了从幼儿园到8年级的儿童的小组和单项设计研究（小组学生3,766名，单项学生30名）。小组研究得到的平均套期克赞成相对于对照条件干预的0.26，而单主题的研究，得到的81.01％非重叠的数据和的平均百分比披相对于基线的系数为.66。尽管小组研究的结果量很小（ESs），但我们发现年级水平，干预重点和干预时间长短的重要调节因素。单项研究产生的ES高于小组研究，并且通常被认为是有效的，且具有较高的ES。该发现归因于直接关注数学困难的儿童和一对一的指导。讨论了对实践和未来研究的意义。