Effective mathematics interventions for students with co-occurring difficulties commonly included explicit instruction, overall structure, repetition, and strategy learning¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q2 i? Explicit instruction was classified as potentially relevant for low-performing students, while overall structure, repetition, and strategy learning were classified as potentially relevant to support executive function. → Ellinor Waaland 2026
Evidence¶
Ellinor Waaland 2026¶
Ellinor Waaland, Vibeke Rønneberg, Dieuwer ten Braak. (2026). Effects and Characteristics of Mathematics Interventions for Students with Co-Occurring Difficulties in Mathematics and Reading: A Systematic Review with Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10184-x
q2 · i? · quant-synthesis · r2
Qualitative synthesis of intervention characteristics across 15 intervention conditions from the nine included studies, using a matrix table cross-referenced with a condition-level forest plot of effectiveness. Characteristics were identified through collaborative consensus coding by two authors.
"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."
Discussion¶
Related Claims¶
- Mathematics interventions produce a positive overall mean effect on mathematical outcomes for students with co-occurring mathematics and reading difficulties compared to business-as-usual control — a broader claim this one bears on
- Prior meta-analyses found word-problem interventions less effective for students with co-occurring difficulties than for students with mathematics difficulties only — related
- Included studies show considerable variation in the cut-off criteria used to identify students with co-occurring mathematics and reading difficulties — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
effective-intervention-characteristics-co-occurring |
title |
Effective mathematics interventions for students with co-occurring difficulties commonly included explicit instruction, overall structure, repetition, and strategy learning |
description |
Effective mathematics interventions for students with co-occurring difficulties commonly included explicit instruction, overall structure, repetition, and strategy learning |
status |
review |
evidence_strength |
weak |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ellinor-waaland-2026 |
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