Students with learning disabilities in the social studies: A meta-analysis of intervention research

• Autores: Stephen Ciullo, Alyson A. Collins, Daniel R. Wissinger, John William McKenna, Yu-Ling Lo, David Osman
• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 86, Nº. 4, 2020, págs. 393-412
• Idioma: inglés
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• Resumen

  • This meta-analysis synthesized over 40 years of research (k = 42 studies) in the social studies for students with learning disabilities. We analyzed the various mechanisms that researchers have used to improve outcomes in the social studies by conducting a subgroup investigation of interventions targeting the following instructional categories: (a) content acquisition, (b) general literacy in social studies, (c) alternative or digitized text, and (d) historical reasoning. The subgroup meta-analyses resulted in considerable variability across study and intervention components. Meta-analysis robust variance estimation procedures were used to aggregate standardized mean difference effect sizes of treatment and comparison groups. Implications for future research and suggestions for classroom instruction are provided.