Scaffolding shows a particularly large pre–post effect among students with learning disabilities (ḡ = 3.13), though this estimate is tentative, and a large effect among ELL students (ḡ = 0.92)¶
Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesisr2·q2
Currency · newest study 2017 · 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.
q2 i? Scaffolding for students with learning disabilities had the largest pre–post effect size estimate (ḡ = 3.13), based on four outcomes from a single study. → Belland Brian R. 2017
q2 i? English language learners also showed a large pre–post effect size (ḡ = 0.92). → Belland Brian R. 2017 (2)
Evidence¶
Belland Brian R. 2017¶
Belland Brian R., Walker Andrew E., Kim Nam Ju. (2017). A Bayesian Network Meta-Analysis to Synthesize the Influence of Contexts of Scaffolding Use on Cognitive Outcomes in STEM Education. Review of Educational Research. https://doi.org/10.3102/0034654317723009
q2 · i? · quant-synthesis · r2
Education population moderator analysis (Figure 4): the learning-disabilities estimate of ḡ = 3.13 came from four outcomes in a single intelligent tutoring system study in elementary mathematics; the article flags possible regression to the mean since six participants were excluded for pre-assessment scores above 60% correct.
"Scaffolding for students with learning disabilities had the largest effect size estimate (ḡ = 3.13) by a large margin. This effect size estimate should be considered tentative, as the MCMC sampling was based on four outcomes from a single study."
Belland Brian R. 2017 (2)¶
Belland Brian R., Walker Andrew E., Kim Nam Ju. (2017). A Bayesian Network Meta-Analysis to Synthesize the Influence of Contexts of Scaffolding Use on Cognitive Outcomes in STEM Education. Review of Educational Research. https://doi.org/10.3102/0034654317723009
q2 · i? · quant-synthesis · r2
Education population moderator analysis (Figure 4) reporting a large pre–post effect for English language learners (ḡ = 0.92); traditional students had the greatest number of outcomes and the tightest credible interval.
"ELL also had a large pre–post effect size (ḡ = 0.92)."
Discussion¶
Related Claims¶
- Teacher-supported learning scaffolds show the largest effect (ES = 0.92), and longer intervention durations yield larger effects — related
- Scaffolding's effect was greatest among adult learners, though based on a single outcome — related
- Scaffold effects peak at 2–4 weeks of treatment and decrease dramatically for treatments lasting 9–24 weeks — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
scaffolding-learning-disabilities-large-effect |
title |
Scaffolding shows a particularly large pre–post effect among students with learning disabilities (ḡ = 3.13), though this estimate is tentative, and a large effect among ELL students (ḡ = 0.92) |
description |
Scaffolding shows a particularly large pre–post effect among students with learning disabilities (ḡ = 3.13), though this estimate is tentative, and a large effect among ELL students (ḡ = 0.92) |
status |
review |
evidence_strength |
weak |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-20 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — belland-brian-r-2017, belland-brian-r-2017-2 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.