The Influence of Teachers' Math Instructional Practices on English Learners' Reading Comprehension and Math Problem-Solving Performance in Spanish and English

Autor/inn/en	Li, Jui-Teng; Arizmendi, Genesis D.; Swanson, H. Lee
Titel	The Influence of Teachers' Math Instructional Practices on English Learners' Reading Comprehension and Math Problem-Solving Performance in Spanish and English
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 10, S.3614-3630 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Jui-Teng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2022.2068346
Schlagwörter	Instructional Effectiveness; Mathematics Instruction; Teaching Methods; English Language Learners; Reading Comprehension; Problem Solving; Word Problems (Mathematics); Mathematics Achievement; Spanish; English (Second Language); Direct Instruction; Cooperative Learning; Prediction; Elementary School Students; Elementary School Teachers + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Problemlösen; Textaufgabe; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Kooperatives Lernen; Vorhersage; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	We explored the role of three math instructional practices by teachers (explicit instruction, guided practice, peer interaction) in predicting current Spanish and English reading comprehension and later Spanish and English math problem-solving performance of English learners (ELs). In this study, math was taught in Spanish. We had 26 teachers and 319 Spanish-speaking ELs from dual language classrooms. Of concern was whether the teachers' use of these three practices in the first year of the study yielded significant predictions in ELs' Spanish and English reading comprehension in the current year and math problem-solving accuracy in the subsequent years. Our multilevel modeling results indicated that math skills could predict reading performance and that early calculation in Spanish and English significantly predicted later problem-solving performance. The results also indicated a trade-off regarding the language of instruction and math ability. Further, such instructional practices were more likely to benefit ELs without learning difficulties in math (LDM) than those with LDM. These findings suggest that when teachers use the three instructional practices in early years, these practices need to account for the language of instruction and the continuum of student abilities related to math in order to better improve ELs' problem-solving accuracy in later years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01