ERIC Number: EJ1184187
Record Type: Journal
Publication Date: 2018-Jul
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0161-1461
EISSN: N/A
Math Difficulties and Working Memory Growth in English Language Learner Children: Does Bilingual Proficiency Play a Significant Role?
Swanson, H. Lee; Kong, Jennifer; Petcu, Stefania
Language, Speech, and Hearing Services in Schools, v49 n3 p379-394 Jul 2018
Purpose: The purpose of this study was to determine those components of working memory (WM) that play a significant role in predicting math growth in children who are English language learners (N = 157) with serious math difficulties (MD). Method: A battery of tests was administered in English and Spanish that assessed computation, reading, vocabulary, inhibition, and components of WM in Grade 1 children with follow-up testing in Grades 2 and 3. Results: The results indicated that growth in the executive component of WM was related to growth in math performance. Proficient bilingual children (proficient in both Spanish and English vocabulary) with MD outperformed less proficient bilingual children with MD on measures of math calculation, fluid intelligence, reading, and Spanish WM at Grade 3. Conclusion: Growth in the executive component of WM is significantly related to growth in math computation, and increased bilingual proficiency across testing waves yielded positive gains in both math and cognitive performance in children with MD.
Descriptors: Bilingualism, Short Term Memory, Mathematics Skills, Prediction, Intelligence, Reading Skills, Spanish, Grade 3, Elementary School Students, Correlation, Computation, Executive Function, Language Proficiency, Second Language Learning, Achievement Gains, English Language Learners, Testing, Grade 2, Longitudinal Studies, Reading Tests, Inhibition
American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Science Foundation (NSF)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A090092; 1660828