본문 바로가기
  • Home

Meta-analysis of single subject researches for students with difficulty in writing: focusing on students with mild intellectual disabilities, learning disabilities, and low achievement

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2018, 19(2), pp.123-148
  • DOI : 10.19049/JSPED.2018.19.2.06
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : May 14, 2018
  • Accepted : June 12, 2018
  • Published : June 30, 2018

Ko Seo Yeon 1 Baek Young-Sun 1 Hanah Kil 1 Jin Meiling 1 Sakura Yusuke 1 Son Seung Hyun 1

1고려대학교

Accredited

ABSTRACT

The purpose of this study was to assess the impact of writing interventions on "students with difficulty in writing" defining students with mild intellectual disabilities, learning disabilities, and low achievement. A meta-analysis was conducted by collecting single-subject research about writing intervention for those students. In addition, through the meta-ANOVA, the control variables were divided into the subject-related variables(type, gender, grade, IQ) and the intervention -related variables(type, session, time, and writing target area). A total of 34 articles were analyzed from 2001 to 2017, and a total of 159 effect sizes(Tau-U) were derived. As a result of the meta-analysis, the effectiveness of the writing intervention studies were proved, and the moderating effect was shown in the intervention session and intervention time. Finally, the limitations and implications of this study were discussed.

Citation status

* References for papers published after 2022 are currently being built.