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DOI
10.1177/0014402919873311
This meta-analysis examined effects of intervention on the level and trend of text-writing sequences of students with disabilities and writing difficulties, in addition to potential moderating effects related to student demographics (i.e., disability status, age, gender, and race) and writing task (i.e., sentence, essay, and narrative). Eighteen single-case experimental design studies with a total of 96 students were reviewed and 15 of these studies with a total of 79 students were meta-analyzed using mixed-effects linear regression and an information-theoretic ranking of competing models.
Project Active From
2019
to
2020
Website
Educational Environment
Project Method(s)
Developmental Design
