A Math Intervention for Third Grade Latino English Language Learners at Risk for Math Disabilities

Autor/in	Orosco, Michael J.
Titel	A Math Intervention for Third Grade Latino English Language Learners at Risk for Math Disabilities
Quelle	In: Exceptionality, 22 (2014) 4, S.205-225 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2013.865535
Schlagwörter	English Language Learners; Hispanic American Students; Grade 3; Elementary School Students; At Risk Students; Learning Disabilities; Mathematics Instruction; Mathematics Skills; Intervention; Word Problems (Mathematics); Native Language; Language of Instruction; Comprehension; Spanish Speaking; Language Proficiency; Problem Solving; Vocabulary Development; Concept Formation; Teaching Methods; Cooperative Learning; Interviews; Teacher Attitudes; Student Attitudes; Skill Development; Maintenance; Qualitative Research; California + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; School year 03; 3. Schuljahr; Schuljahr 03; Learning handicap; Lernbehinderung; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Textaufgabe; Teaching language; Unterrichtssprache; Verstehen; Verständnis; Language skill; Language skills; Sprachkompetenz; Problemlösen; Wortschatzarbeit; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Qualitative Forschung; Kalifornien
Abstract	Word problems for English language learners (ELLs) at risk for math disabilities are challenging in terms of the constant need to develop precise math language and comprehension knowledge. As a result of this, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a word problem-solving strategy called Estratégica Dinámica de Matemáticas (EDM). This strategy was designed to provide math support in the native language based on students' math comprehension levels. A changing criterion multiple baseline design was used to instruct six second-grade Latino ELLs at risk for math disability. As compared with the baseline phase, EDM increased word problem solving for all participants. All students' level of performance were maintained and generalized during follow-up sessions. This study has implications for a native language intervention that focuses on strategy training to facilitate word problem-solving performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10