This Article Full Text (OnlineFirst PDF) Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Scruggs, T. E. Articles by Graetz, J. E. Search for Related Content Social Bookmarking                         What's this?

Do Special Education Interventions Improve Learning of Secondary Content? A Meta-Analysis

¹ George Mason University, Fairfax, Virginia
² The University of Georgia, Athens
³ Oakland University, Rochester, Michigan

^* To whom correspondence should be addressed. E-mail: tscruggs{at}gmu.edu.

	Abstract

The authors describe findings from a research synthesis on content area instruction for students with disabilities. Seventy studies were identified from a comprehensive literature search, examined, and coded for a number of variables, including weighted standardized mean-difference effect sizes. More than 2,400 students were participants in these investigations. Studies included interventions involving content areas, such as science, social studies, and English, and employed a number of different interventions, including study aids, classroom learning strategies, spatial and graphic organizers, mnemonic strategies, hands-on activities, classroom peers, and computer-assisted instruction. The overall effect size was 1.00, indicating an overall large effect across studies. Implications for future research and practice are described.

First published on February 27, 2009
Remedial and Special Education 2009, doi:10.1177/0741932508327465


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?