Since 1975, researchers have conducted interventions to improve the word-problem performance of elementary school students facing mathematics difficulties. The current study reports a meta-analysis of 52 studies that examined the effect of these interventions. We estimated multivariate, random-effects models (REM) with robust variance estimation (RVE) with and without outliers. Results showed a large, positive, and significant mean weighted effect size (g = 1.01 for the model with outliers; g = 0.81 for the model without outliers). Findings of meta-regression analyses showed several moderators, such as sample composition, group size, intervention dosage, group assignment approach, interventionist, year of publication, and dependent measure type, significantly explained heterogeneity in effects across studies. A sensitivity analysis showed these results were generally robust to outliers. We offer possible explanations for the findings and discuss study limitations. Finally, we propose recommendations for future research and classroom practice.

自 1975 年以来，研究人员开展了干预措施，以提高面临数学困难的小学生的单词问题表现。目前的研究报告了对 52 项研究的荟萃分析，这些研究检查了这些干预措施的效果。我们用鲁棒方差估计 (RVE) 估计了多变量随机效应模型 (REM)，有无异常值。结果显示了一个大的、积极的和显着的平均加权效应大小（g= 1.01 对于具有异常值的模型；对于没有异常值的模型，g = 0.81）。元回归分析的结果显示了几个调节因素，例如样本组成、组规模、干预剂量、组分配方法、干预者、出版年份和依赖测量类型，显着解释了跨研究效果的异质性。敏感性分析表明，这些结果对异常值通常是稳健的。我们为研究结果提供了可能的解释并讨论了研究的局限性。最后，我们对未来的研究和课堂实践提出建议。