This meta-analysis assessed the effect of word-problem-solving interventions on the word-problem-solving accuracy of students identified as having a learning disability (LD) or at risk for an LD in kindergarten to the sixth grade. Eighteen randomized control group designed studies met the inclusion criteria. Overall, word-problem-solving interventions yielded a significant positive effect on the word-problem-solving accuracy of students in elementary grades with LD (effect size [ES] = 1.08). Instructional components that underlie effective studies were also identified. Results suggest that peer interaction and transfer instructions yielded large effects on treatment outcomes. Results also suggested that intensive interventions (50-min sessions, 34 total sessions) in Grade 3 regardless of instructional setting yielded the largest ESs. These findings support the need to develop and implement quality evidence-based instruction in classroom settings (Tier 1 instruction) prior to utilizing additional resources for more intensive and individualized intervention.

这项荟萃分析评估了解决单词问题干预措施对识别为有学习障碍（LD）或处于LD危险中的幼儿园至六年级学生的单词问题解决准确性的影响。18个随机对照组设计的研究符合纳入标准。总体而言，解决单词问题的干预措施对LD小学等级学生的单词解决准确性产生了显着的积极影响（效果量[ES] = 1.08）。还确定了构成有效研究基础的教学内容。结果表明，同伴互动和转移指示对治疗结果产生了很大的影响。结果还表明，无论教学环境如何，在3年级进行密集干预（50分钟，共34次）可产生最大的ES。