NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ953769
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-0936-2835
Infusing Culturally Responsive Instruction to Improve Mathematics Performance of Latino Students with Specific Learning Disabilities
Shumate, Lorraine; Campbell-Whatley, Gloria D.; Lo, Ya-yu
Exceptionality, v20 n1 p39-57 2012
Culturally responsive instruction has the advantage of helping diverse students make academic gains. The purpose of this study was to investigate the effects of culturally infused mathematics lessons on the academic achievement of five middle school Latino students with specific learning disabilities in a resource classroom. We used an ABACACA multiple treatment reversal design, in which two forms of culturally responsive instruction (B) and its modification (C) were compared with the traditional instruction (A). The results of the study indicated that the modified culturally responsive mathematics instruction (C) was associated with increases in positive gains in participants' daily mathematics quizzes. Limitations and implications are discussed in relation to culturally responsive instruction for middle school Latino students with specific learning disabilities. (Contains 1 figure and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A