Word problem-solving (WPS) poses a significant challenge for many students, particularly those with mathematics difficulties (MD), hindering their overall mathematical development. To improve WPS proficiency, providing individualized and intensive interventions is critical. This umbrella review examined 11 medium- to high-quality meta-analyses to identify intervention and participant characteristics, informed by the Taxonomy of Intervention Intensity (TII) framework, that consistently moderate WPS outcomes for students with MD. Our analysis identified four characteristics with consistent moderating effects: intervention model, number of treatment sessions, group size, and academic risk area. This result suggests that these variables are potential considerations when customizing and intensifying WPS interventions to maximize their effectiveness for students with MD. We discuss the implications of these findings for practice and research and acknowledge the limitations of our review.

中文翻译：

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加强 MD 学生单词问题干预的注意事项：相关荟萃分析的定性总括性审查


单词问题解决 （WPS） 对许多学生构成了重大挑战，尤其是那些有数学困难 （MD） 的学生，阻碍了他们的整体数学发展。为了提高 WPS 熟练程度，提供个性化和强化的干预至关重要。本总括性综述检查了 11 项中高质量荟萃分析，以确定干预和参与者特征，以干预强度分类法 （TII） 框架为依据，这些特征始终如一地调节 MD 学生的 WPS 结果。我们的分析确定了具有一致调节效果的四个特征：干预模式、治疗次数、小组规模和学术风险领域。这一结果表明，在定制和加强 WPS 干预以最大限度地提高其对 MD 学生的有效性时，这些变量是潜在的考虑因素。我们讨论了这些发现对实践和研究的意义，并承认我们综述的局限性。