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Identifying Key Instructional Practices in Rational Number Interventions: A Systematic Review and Meta-Analysis.

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Title: Identifying Key Instructional Practices in Rational Number Interventions: A Systematic Review and Meta-Analysis.
Authors: Krowka, Sarah K., Jayanthi, Madhavi, Schumacher, Robin F., Gersten, Russell, Haymond, Kelly S., Newman-Gonchar, Rebecca A.
Source: Learning Disability Quarterly. Nov2025, Vol. 48 Issue 4, p227-241. 15p.
Subjects: Treatment of learning disabilities, Mathematics, Research funding, Educational outcomes, Teaching methods, Meta-analysis, Descriptive statistics, Systematic reviews, Academic dissertations, Middle school students, School children, Confidence intervals, ERIC (Information retrieval system), Psychology information storage & retrieval systems
Abstract: Impacts of rational number interventions among U.S. students in Grades 3 through 9 with mathematics difficulties are examined using a systematic review and meta-analysis. The primary goal of the meta-analysis was to identify instructional practices that are key drivers of student impacts. From approximately 1,200 published and unpublished study records, we identified 28 studies that met our inclusion criteria and coded the interventions for their instructional practices, intervention characteristics, and study design features. The random-effects mean effect size across all 28 studies (90 effect sizes) was 0.68 (SE = 0.08, p <.001, 95% confidence interval [CI]: [0.51, 0.85]). The 95% prediction interval was −0.36 to 1.8. Using meta-regression techniques, we found the teaching of mathematical language (β = 0.50) and the use of the number line (β = 0.47) during intervention to be significantly associated with positive impacts when adjusted for controls. We discuss implications for intervention practice and study limitations along with the challenges of examining complex, multifaceted interventions. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Learning+Disability+Quarterly%22&quot;&gt;Learning Disability Quarterly&lt;/searchLink&gt;. Nov2025, Vol. 48 Issue 4, p227-241. 15p.
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  Data: Impacts of rational number interventions among U.S. students in Grades 3 through 9 with mathematics difficulties are examined using a systematic review and meta-analysis. The primary goal of the meta-analysis was to identify instructional practices that are key drivers of student impacts. From approximately 1,200 published and unpublished study records, we identified 28 studies that met our inclusion criteria and coded the interventions for their instructional practices, intervention characteristics, and study design features. The random-effects mean effect size across all 28 studies (90 effect sizes) was 0.68 (SE = 0.08, p &lt;.001, 95% confidence interval [CI]: [0.51, 0.85]). The 95% prediction interval was −0.36 to 1.8. Using meta-regression techniques, we found the teaching of mathematical language (β = 0.50) and the use of the number line (β = 0.47) during intervention to be significantly associated with positive impacts when adjusted for controls. We discuss implications for intervention practice and study limitations along with the challenges of examining complex, multifaceted interventions. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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        Value: 10.1177/07319487241288823
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      – Code: eng
        Text: English
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        PageCount: 15
        StartPage: 227
    Subjects:
      – SubjectFull: Treatment of learning disabilities
        Type: general
      – SubjectFull: Mathematics
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      – SubjectFull: Research funding
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      – SubjectFull: Academic dissertations
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      – SubjectFull: Psychology information storage & retrieval systems
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              Text: Nov2025
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