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This dissertation presents a meta-analysis of 28 studies on the effectiveness of mathematical word problem-solving interventions for K-12 students with learning disabilities (LD) and mathematics difficulties (MD). The analysis found an overall mean effect size of 1.03, with significant moderation effects based on various study characteristics, including reliability of outcome measures and intervention duration. The findings contribute to understanding effective strategies for improving mathematical problem-

Author

Pah Shan

Language

EN