Effectiveness of interventions for school children with developmental dyscalculia: A systematic review and meta-analysis

This review aimed to evaluate the effectiveness of interventions for children with developmental dyscalculia (DD). The PsycINFO, ERIC, PubMed, Scopus, Science direct, Google scholar, and Google databases and search engines were searched. Studies employed experimental and quasi-experimental designs were reviewed. Thirty three studies with 1792 children aged 6–12 years were chosen. A large pooled effect size was found (Hedge’s g = .93; 95% CI [.38, 3.09]). There was no statistically significant moderator variable predicting the pooled effect size. Finally, publication bias was found, as shown by Egger’s regression test analysis. Overall, interventions have generally large effect in improving the numerical skills of children with DD.