Interventions for Students with Learning Disabilities A Meta-Analysis of Treatment Outcomes

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  • Edition: 1st
  • Format: Hardcover
  • Copyright: 1999-04-23
  • Publisher: The Guilford Press

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Supplemental Materials

What is included with this book?


The first comprehensive quantitative analysis of intervention research in the learning disabilities field, this volume synthesizes the results of 272 scientifically credible group and single-subject studies in an effort to identify what works best for learning disabled children. The book examines pertinent findings on all academic, cognitive, and behavioral domains. Intervention outcomes are evaluated across instructional domains, sample characteristics, intervention parameters, methodological procedures, and article characteristics. Addressing such questions as the merits of inclusion settings and the relative benefits of direct and strategy instruction, Swanson offers timely recommendations for instructional design, assessment, and policy.

Author Biography

H. Lee Swanson, PhD, is professor of educational psychology at the University of California at Riverside.

Table of Contents

Introduction and Overviewp. 1
Purpose and Perspectivep. 6
Why Do a Synthesis?p. 6
Historical Contextp. 8
Contemporary Contextp. 10
Meta-Analysis of Intervention Researchp. 13
Summaryp. 23
Notep. 24
Methodp. 25
Data Collectionp. 25
Data Evaluationp. 26
Coding and Interrater Agreementp. 27
Categorization of Dependent Measuresp. 28
Categorization of Treatment Variablesp. 29
Control Group Parametersp. 33
Effect Size Calculationp. 33
Summaryp. 40
Group Design Studiesp. 76
Prototype Studyp. 76
Domains of Instructionp. 82
Main Effectsp. 85
Intervention Models and Outcomes: A Three-Tier Analysisp. 99
Specificity of Treatment Effectsp. 113
Domain and Treatment Outcomes as a Function of Aptitudep. 121
Influence of Operational Definitions on Domain and Treatment Outcomesp. 123
Aptitude x Treatment Analysis within Group Design Studiesp. 134
Reading Intervention Studiesp. 146
Component Analysisp. 159
LD Children versus Chronologically Matched NLD Peersp. 162
Summaryp. 170
Notep. 171
Single-Subject Design Studiesp. 172
Dependent Measuresp. 172
Prototype Studiesp. 173
Main Effectsp. 179
Intervention Models and Outcomes: A Three-Tier Analysisp. 188
Specificity of Treatment Effectsp. 191
Treatment Outcomes as a Function of Intelligence and Reading Severityp. 195
Definition x Domain of Instructionp. 198
Reading Intervention Descriptive Analysisp. 204
Salient Studiesp. 213
Summaryp. 214
General Discussionp. 216
The Magnitude of Change Related to Treatment Is Greater in Some Academic Domains Than in Othersp. 216
Not All Treatments Are Equally Effectivep. 217
Some Treatment Effects Are Specific to the Academic Problemsp. 221
Few Components Are Salient in Predicting Effect Sizes within Domainsp. 225
LD Children Are Closer in Performance to NLD Children When Treatment Conditions Include Strategy Instructionsp. 226
How the LD Sample Is Defined Influences Outcomep. 226
Methodological Variations Have a Significant Impact on Treatment Outcomesp. 229
Qualificationsp. 231
Summaryp. 234
Implicationsp. 235
Methodological Issuesp. 235
Theory and Intervention Researchp. 237
Principles of Instruction to Be Tested in Subsequent Intervention Researchp. 242
Policy Issues Related to Intervention Researchp. 247
Summaryp. 260
Referencesp. 261
Studies Selected for General Synthesisp. 275
Sample of Studies Disqualified from Synthesisp. 292
Meta-Analysis Projectp. 321
Mean Effect for Each Study Sorted by General Category of Dependent Measures Used in the Regression Analysisp. 354
Description of Studiesp. 368
Indexp. 695
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