Authors (date) Participants: number, math level, grade Immediate learning Maintenance Transfer Bouck et al. [31 ] 3 children with disabilities, grades 6-7-8: one with LD, one with Di George syndrome, and one with mild intellectual disability Improvement Maintenance of improvement for 2 children 2 weeks after intervention / Bouck, Chamberlain, and Park [45 ] 3 children with disabilities, grades 6-7-8: one with LD and two with intellectual disability Improvement / Improvement with no manipulatives Shin and Bryant [46 ] 3 children with MLD, grades 6-7-8 Improvement for one child / / No improvement for two children Satsangi et al. [47 ] 3 children with MLD, grades 11–12 Improvement / Improvement with no manipulatives Bouck et al. [48 ] 11 children, grade 7–8: 10 with LD and 1 with emotional disability Improvement / / Satsangi and Bouck [49 ] 3 children with MLD, grades 9 and 11 Improvement Maintenance of improvement in perimeter 2 weeks after intervention; maintenance of improvement in area for 2 children Improvement in area and perimeter word problem solving (with no accompanying visual illustration of the shape described) Flores et al. [50 ] 3 children with MD, grade 3 Improvement Maintenance of improvement between 2 and 4 weeks after intervention for 3 children in subtraction and for 1 child in multiplication / Fuchs et al. [50 ] 243 children at risk (with MLD), 254 children with low-risk of MLD, grade 4 Improvement / / Yang et al. [51 ] 57 children, grade 1 : 33 without difficulties, 14 low-SES and low-math children, 10 low-SES children without math difficulties Improvement / Improvement in interest and confidence in math Fuchs et al. [52 ] 259 children at risk of MLD, 282 children with low-risk of MLD, grade 4 Improvement / / Effect size of intervention: 1.82 for comparing fractions, 1.09 for fraction number line, 0.92 for NAEP-Total Watt [53 ] 32 children with MD, grade 6 Improvement in problem solving Maintenance of improvement 2 weeks after intervention / Effect size of intervention: 1.71 between intervention students and no intervention students Effect size of intervention: 0.74 between intervention students and no intervention students No improvement in basic skills Mancl et al. [54 ] 5 children with LD, grade 3–5 Improvement / / Sealander et al. [55 ] 8 children, grade 1–2: 3 with LD, 2 with LD and language impairment, 3 with emotional disability Improvement Maintenance of improvement 4 weeks after intervention Improvement in word problems Strickland and Maccini [56 ] 3 children, with LD Improvement Maintenance of improvement for 2 children 3–6 weeks after intervention Improvement for 1 child in word problems and equations on volume Miller and Kaffar [57 ] 24 children, grade 2 : 6 with LD and 18 without math difficulties Improvement in addition / Improvement in problem solving Flores [58 ] 6 children with math difficulties, grade 3 Improvement Maintenance of improvement 6 weeks after intervention / Powell and Fuchs [59 ] 80 children with math difficulties, grade 3 Improvement / Improvement in nonstandard open equations Effect size of intervention: 2.35 for Equal-sign tasks between combined tutoring students and word problem students (both with manipulatives), 2.34 for Equal-sign tasks between combined tutoring students and control students. No difference in standard open equations. 0.22 for Story problem between combined tutoring students and word problem students (both with manipulatives), 0.63 for Story problem between combined tutoring students and control students. Effect size of intervention: 0.67 for nonstandard open equations between combined tutoring students and word problem students (both with manipulatives), 1.06 for nonstandard open equations between combined tutoring students and control students. Flores [60 ] 4 children with math difficulties, grade 3 Improvement Maintenance of improvement 4 weeks after intervention / Scheuermann et al. [61 ] 14 children with MLD, grades 6–8 Improvement Maintenance of improvement 11 weeks after intervention Improvement in noninstructed word problems and in more complex problems Smith and Montani [62 ] 12 children with math difficulties (special education), grades 3–4 Improvement / / Tournaki et al. [63 ] 45 children with LD, grade 1 Improvement / / Witzel [64 ] 231 children, grades 6–7: including 49 children MLD Improvement Maintenance of improvement 3 weeks after intervention / Effect size of intervention: 0.56 between intervention students and no intervention students No effect size Butler et al. [65 ] 50 children with MLD, grades 6-7-8 Improvement / / Effect size of intervention: 0.265 between CRA students and RA students for the 5 fraction measures Cass et al. [66 ] 3 children with LD, grades 7-9-10 Improvement Maintenance of improvement 2 weeks after intervention Improvement in problem solving Witzel et al. [67 ] 68 children with LD or at-risk, grades 6–7 Improvement Maintenance of improvement 3 weeks after intervention / Effect size of intervention: 0.245 between CRA students and classroom students No effect size Wisniewski and Smith [68 ] 4 children with special education in math, grades 3-4 Improvement / / Maccini and Hughes [69 ] 6 children with LD, grades 9-10-12 Improvement Maintenance of improvement 10 weeks after intervention Improvement in problem solving Maccini and Ruhl [70 ] 3 children with LD, grade 8 Improvement Maintenance of improvement 3 weeks after intervention Improvement in problem solving Jordan et al. [71 ] 125 children, grade 4 : 5 with LD, 2 with emotional handicap, 1 with visual impairment, 4 with speech/hearing impairment, 18 gifted children, and 97 without difficulties Improvement Maintenance of improvement 3 weeks after intervention / Miller et al. [72 ] 123 children, grade 2 : 12 children with LD, 1 with an emotional disability, 11 low achievers, and 99 normally achievers Improvement / / Marshe and Cooke [73 ] 3 children with LD, grade 3 Improvement / / Harris et al. [74 ] 123 children, grade 2 : 12 children with LD, 1 with an emotional disability, and 99 normally achievers Improvement / / Miller and Mercer [75 ] 9 children: 8 children with LD, 1 with an emotional disability, grade 1-2-3–5 Improvement / / Mercer and Miller [76 ] 109 children, unknown grade : 102 with LD, 5 with emotional handicap, and 2 at-risk Improvement Maintenance of improvement 1 week after intervention / Miller et al. [77 ] 15 children, grades 1–5: 10 with LD, 3 at risk for LD, 1 with mental handicap, and 1 with emotional disability Improvement Maintenance of improvement 3–5 days after intervention / Peterson et al. [78 ] 3 children with MLD, grades 1, 2, and 4 Improvement / / Hudson et al. [79 ] 3 children with MLD, 8 and 11 years old Improvement Maintenance of improvement 1 week after intervention / Peterson et al. [80 ] 24 children with LD, 8–13 years old Improvement Maintenance of improvement 1 week after intervention /
