The study identified trends of single subject research for reading, writing and math interventions, which correspond to the areas of learning achievement for students with learning disabilities, and the CEC quality indicators as the focus of independent variables. Through the precedent researches, 39 studies conducted on trends and meta-analysis related to learning disabilities examined the criteria for the classification of independent variables, and 32 studies published in Korean academic journals from 2010-19 were analyzed in order of trends, size of effects and quality indicators of researches. The results of the study, First, based on the analysis of research trends, there was a study that has been published steadily for 10 years and missing information on subjects and the intervention environment. The experimental design was the most frequently used AB design with 13, and all studies included maintenance and generalization phase. The most frequently used variable among independent variables was (meta) cognitive strategy. Second, the size of the effects were shown to be effective in the overall effect of intervention(Tau-U=.868), the overall effect of maintenance(Tau-U=.876), the effects of each dependent variable(Tau-U=.730∼.966), and the effect of each independent variable(Tau-U=.822∼1.000). Third, The overall fulfill rate for the CEC quality indicators was high(77.3%), but was relatively low in the categories of Intervention agent(59.4%) and Implementation fidelity(57.3%). Based on this, the discussion and conclusions were presented.