NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1015178
Record Type: Journal
Publication Date: 2013-Aug
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0022-4669
The Effects of Dynamic Strategic Math on English Language Learners' Word Problem Solving
Orosco, Michael J.; Swanson, H. Lee; O'Connor, Rollanda; Lussier, Cathy
Journal of Special Education, v47 n2 p96-107 Aug 2013
English language learners (ELLs) struggle with solving word problems for a number of reasons beyond math procedures or calculation challenges. As a result, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a math comprehension strategy called Dynamic Strategic Math (DSM) on word problem solving for Latino ELLs. The strategy provides performance-contingent feedback based on the student's reading and language comprehension level. A multiple baseline design was used to assess 6 second-grade Latino ELLs at risk for math failure/math disability. As compared with the baseline phase, DSM increased word problem solving for all the participants. All students' level of performance was maintained during follow-up sessions. The results suggest the intervention facilitated math problem-solving performance. (Contains 3 tables and 3 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Reports - Research; Journal Articles
Education Level: Grade 2; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R324A090002