Prior meta-analyses found word-problem interventions less effective for students with co-occurring difficulties than for students with mathematics difficulties only¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Myers et al. (2022) found studies focused on students with co-occurring difficulties were less effective by 60% of a SD unit than those focused on students with mathematics difficulties only. → 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

The review reports, citing Myers et al. (2022), a meta-analysis of word problem-solving interventions for grades 1-5 in which sample difficulty status was a moderator; ten studies included students with co-occurring difficulties. The review also reports Zheng et al. (2013) found a negative effect (g = -0.45) on word problem-solving accuracy for students with co-occurring difficulties.

"The authors found that studies focused on students with co-occurring difficulties were less effective by 60% of a SD unit than those that focused on students with mathematics difficulties only (Myers et al., 2022)."

Discussion¶

Related Claims¶

• Effective mathematics interventions for students with co-occurring difficulties commonly included explicit instruction, overall structure, repetition, and strategy learning — related
• 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 — related