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ERIC Number: EJ1141171
Record Type: Journal
Publication Date: 2016-Sep
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0279-6015
Effects of a Core Kindergarten Mathematics Curriculum on the Mathematics Achievement of Spanish-Speaking English Learners
Doabler, Christian T.; Clarke, Ben; Kosty, Derek B.; Baker, Scott K.; Smolkowski, Keith; Fien, Hank
School Psychology Review, v45 n3 p343-361 Sep 2016
There is a dearth of research on Tier 1 instruction designed to improve the mathematics achievement of English learners. This study examined the impact of a core kindergarten mathematics curriculum on the mathematics achievement of Spanish-speaking English learners (SS-ELs). Secondary aims tested for differential response to the curriculum among SS-ELs as a function of (a) mathematics skills at the beginning of kindergarten, (b) the number of SS-ELs in classrooms, and (c) the frequency of mathematical discourse during core mathematics instruction. Data analyzed in the study were generated from a recent large-scale efficacy trial. Participants were 556 SS-ELs from 66 kindergarten classrooms. Results suggest SS-ELs in treatment classrooms made greater gains than SS-ELs in comparison classrooms on mathematics measures across the school year. Evidence of differential response to the curriculum among SS-ELs was not found. The importance of core mathematics instruction and implications for school psychologists are discussed.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Oregon; Texas (Dallas)
IES Funded: Yes
Grant or Contract Numbers: R305A080699