ERIC Number: EJ1129918
Record Type: Journal
Publication Date: 2017-Feb
Abstractor: As Provided
Culturally and Linguistically Responsive Schema Intervention: Improving Word Problem Solving for English Language Learners with Mathematics Difficulty
Driver, Melissa K.; Powell, Sarah R.
Learning Disability Quarterly, v40 n1 p41-53 Feb 2017
Word problems are prevalent on high-stakes assessments, and success on word problems has implications for grade promotion and graduation. Unfortunately, English Language Learners (ELLs) continue to perform significantly below their native English-speaking peers on mathematics assessments featuring word problems. Little is known about the instructional needs and performance of ELLs at risk of mathematics difficulty (MD). In the present study, an exploratory quasi-experimental design was used to investigate word-problem instruction for ELLs in a culturally and linguistically diverse public elementary school. Specifically, we studied the efficacy of a word-problem intervention for ELLs with MD (N = 9) that combined culturally and linguistically responsive practices with schema instruction (CLR-SI). The study is unique in that it combines research on effective instruction for ELLs and students with MD; CLR-SI has not been investigated for either ELLs or students with MD. Results have implications for teachers, administrators, and researchers of ELLs with MD.
Descriptors: Word Problems (Mathematics), Intervention, Mathematics Instruction, Mathematical Concepts, English Language Learners, Mathematics Tests, Quasiexperimental Design, Culturally Relevant Education, Mathematics Achievement, Low Achievement, Mathematics Skills, Learning Problems, Elementary School Mathematics, Pretests Posttests, Problem Solving, Research Design, Grade 3, Elementary School Students, Statistical Analysis, Linguistics
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A