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¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The weighted mean treatment effect was large and significant (g = 0.47 with outliers; g = 0.52 without outliers). → 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
q3 · i? · quant-synthesis · r2
Multilevel correlated and hierarchical effects (CHE) meta-analysis of nine RCTs (1036 students, grades 1-3) comparing mathematics interventions to business-as-usual control, estimated with metafor and robust variance estimation. The model with outliers showed a "large and significant weighted mean treatment effect (g = 0.47"; the model without outliers gave g = 0.52 (95% CI [0.19-0.85]).
"For the model with outliers (i.e., 60 effect sizes), results showed a large and significant weighted mean treatment effect (g = 0.47, RVE SE = 0.13, 95% CI = [0.14, 0.79], p = 0.012)."
Discussion¶
Related Claims¶
- Effective mathematics interventions for students with co-occurring difficulties commonly included explicit instruction, overall structure, repetition, and strategy learning — a narrower finding that bears on this claim
- Effect sizes across studies show substantial heterogeneity, with wide prediction intervals spanning large negative to large positive true effects — related
- Formal tests find no substantial evidence of publication bias or small-study effects in the meta-analysis — related
- Prior meta-analyses found word-problem interventions less effective for students with co-occurring difficulties than for students with mathematics difficulties only — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
math-interventions-positive-effect-co-occurring-md-rd |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
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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