Language–Focused Interventions on Math Performance for English Learners: A Selective Meta–Analysis of the Literature
Genesis D. Arizmendi, Jui‐Teng Li, Mary Horn, Stefania D. Petcu, H. Lee Swanson
Abstract
This meta–analysis synthesized research on math performance outcomes for English learners (EL) as a function of language–focused (math vocabulary) interventions. We included group and single–subject design studies with children from kindergarten to 8th grade (3,766 students for group, 30 for single–subject). Group studies yielded a mean Hedges’ g of 0.26 in favor of the interventions relative to the control conditions, whereas single–subject studies yielded a mean Percentage of Non–Overlapping Data of 81.01% and Phi coefficient of. 66 relative to baseline. Although group studies yielded small effect sizes (ESs), we found significant moderators for grade level, intervention focus, and length of intervention. Single–subject studies yielded higher ESs than group studies, and were considered generally effective, with a high ES. This finding was attributed to a direct focus on children with math difficulties and one–to–one instruction. The implications for practice and future research are discussed.