Effects and Characteristics of Mathematics Interventions for Students with Co-Occurring Difficulties in Mathematics and Reading: A Systematic Review with Meta-Analysis.
Saved in:
| Title: | Effects and Characteristics of Mathematics Interventions for Students with Co-Occurring Difficulties in Mathematics and Reading: A Systematic Review with Meta-Analysis. |
|---|---|
| Authors: | Waaland, Ellinor (AUTHOR), Rønneberg, Vibeke (AUTHOR), ten Braak, Dieuwer (AUTHOR) |
| Source: | Educational Psychology Review. 7/6/2026, Vol. 38 Issue 1, p1-51. 51p. |
| Subjects: | Explicit instruction, Executive function, Struggling readers, School children, Tutors & tutoring, Evidence synthesis |
| Abstract: | Among students who have learning difficulties in mathematics and reading, co-occurring difficulties in both domains are highly prevalent. Research has shown that students with co-occurring mathematics and reading difficulties tend to have greater cognitive challenges than students who have difficulties with either mathematics or reading. It is plausible that these cognitive difficulties can influence the responsiveness to interventions. This systematic review with meta-analysis investigated the effects and characteristics of mathematics interventions in early elementary students (G1-G3) with co-occurring difficulties in mathematics and reading, as well as how these students had been identified in the included studies. Based on a comprehensive literature search, only nine studies (k = 1036) met the predefined inclusion criteria. The available evidence indicates a positive overall mean effect of mathematics interventions on mathematical outcomes for students with co-occurring mathematics and reading difficulties (g = 0.47 for the model with outliers; g = 0.52 for the model without outliers). However, this result should be interpreted with caution, given the heterogeneity of the evidence and the relatively small evidence base. The synthesis of intervention characteristics highlighted that effective mathematics interventions commonly included explicit instruction, which was classified as potentially relevant for low-performing students, as well as overall structure, repetition, and strategy learning, which were classified as potentially relevant to support executive function. Finally, findings revealed considerable variation in the cut-off criteria used to identify students with co-occurring mathematics and reading difficulties. Implications of the findings and directions for future research are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Psychology Review is the property of Springer Nature 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 |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 195149920 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Effects and Characteristics of Mathematics Interventions for Students with Co-Occurring Difficulties in Mathematics and Reading: A Systematic Review with Meta-Analysis. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Waaland%2C+Ellinor%22">Waaland, Ellinor</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rønneberg%2C+Vibeke%22">Rønneberg, Vibeke</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22ten+Braak%2C+Dieuwer%22">ten Braak, Dieuwer</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+Review%22">Educational Psychology Review</searchLink>. 7/6/2026, Vol. 38 Issue 1, p1-51. 51p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Explicit+instruction%22">Explicit instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22Struggling+readers%22">Struggling readers</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors+%26+tutoring%22">Tutors & tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+synthesis%22">Evidence synthesis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Among students who have learning difficulties in mathematics and reading, co-occurring difficulties in both domains are highly prevalent. Research has shown that students with co-occurring mathematics and reading difficulties tend to have greater cognitive challenges than students who have difficulties with either mathematics or reading. It is plausible that these cognitive difficulties can influence the responsiveness to interventions. This systematic review with meta-analysis investigated the effects and characteristics of mathematics interventions in early elementary students (G1-G3) with co-occurring difficulties in mathematics and reading, as well as how these students had been identified in the included studies. Based on a comprehensive literature search, only nine studies (k = 1036) met the predefined inclusion criteria. The available evidence indicates a positive overall mean effect of mathematics interventions on mathematical outcomes for students with co-occurring mathematics and reading difficulties (g = 0.47 for the model with outliers; g = 0.52 for the model without outliers). However, this result should be interpreted with caution, given the heterogeneity of the evidence and the relatively small evidence base. The synthesis of intervention characteristics highlighted that effective mathematics interventions commonly included explicit instruction, which was classified as potentially relevant for low-performing students, as well as overall structure, repetition, and strategy learning, which were classified as potentially relevant to support executive function. Finally, findings revealed considerable variation in the cut-off criteria used to identify students with co-occurring mathematics and reading difficulties. Implications of the findings and directions for future research are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Psychology Review is the property of Springer Nature 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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=195149920 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10648-026-10184-x Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 51 StartPage: 1 Subjects: – SubjectFull: Explicit instruction Type: general – SubjectFull: Executive function Type: general – SubjectFull: Struggling readers Type: general – SubjectFull: School children Type: general – SubjectFull: Tutors & tutoring Type: general – SubjectFull: Evidence synthesis Type: general Titles: – TitleFull: Effects and Characteristics of Mathematics Interventions for Students with Co-Occurring Difficulties in Mathematics and Reading: A Systematic Review with Meta-Analysis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Waaland, Ellinor – PersonEntity: Name: NameFull: Rønneberg, Vibeke – PersonEntity: Name: NameFull: ten Braak, Dieuwer IsPartOfRelationships: – BibEntity: Dates: – D: 06 M: 07 Text: 7/6/2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1040726X Numbering: – Type: volume Value: 38 – Type: issue Value: 1 Titles: – TitleFull: Educational Psychology Review Type: main |
| ResultId | 1 |
