EBP Compendium: Summary of Systematic Review
U.S. Department of Education; The Chesapeake Institute; Peloy Endowment Funds; and the National Committee on Learning Disabilities
Research on Interventions for Adolescents with Learning Disabilities: A Meta-Analysis of Outcomes Related to Higher-Order Processing
Swanson, H. L.
Elementary School Journal, 101(3), 331-348.
Indicators of Review Quality:
The review addresses a clearly focused question
Criteria for inclusion of studies are provided
Search strategy is described in sufficient detail for replication
Included studies are assessed for study quality
Quality assessments are reproducible
Description: This is a meta-analysis of experimental research related to higher-order processing (i.e., problem solving) for adolescents with learning disabilities (LDs).
In studies dealing with higher-order processing (i.e., problem solving) for adolescents with LDs, is the magnitude of effect size (ES) related to certain instructional components?
In studies dealing with higher-order processing for adolescents with LDs, does a variation in the definition of learning disability yield significant differences in the magnitude of ESs?
Population: Learning disabled adolescents (11 years or older) with IQs greater than 84 or those whose IQs were reported in the “average range”.
Intervention/Assessment: 45 instruction activities that were clustered into 18 instructional components (See p. 337)
Number of Studies Included: 58
Years Included: 1963 - 1997
"Only the [combination of instructional components including] advanced organization, new content/skills, and extended practice predicted ESs, suggesting that a high saturation of [instructional] components does not increase performance. We found that extended practice was particularly important toward increasing the magnitude of treatment outcomes." (p. 343)
Keywords: Learning Disabilities, Problem Solving
Access the Review
*Additional details about the search strategy can be found in:
Swanson, H.L. (1999). "Instructional Components that Predict Treatment Outcomes for Students with Learning Disabilities: Support for a Combined Strategy and Direct Instruction Model". Learning Disabilities Research and Practice, 17, 129-140.
Added to Compendium: March 2012