Culturally and Linguistically Responsive Schema Intervention: Improving Word Problem Solving for English Language Learners with Mathematics Difficulty

Autor/inn/en	Driver, Melissa K.; Powell, Sarah R.
Titel	Culturally and Linguistically Responsive Schema Intervention: Improving Word Problem Solving for English Language Learners with Mathematics Difficulty
Quelle	In: Learning Disability Quarterly, 40 (2017) 1, S.41-53 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948716646730
Schlagwörter	Word Problems (Mathematics); Intervention; Mathematics Instruction; Mathematical Concepts; English Language Learners; Mathematics Tests; Quasiexperimental Design; Culturally Relevant Education; Mathematics Achievement; Low Achievement; Mathematics Skills; Learning Problems; Elementary School Mathematics; Pretests Posttests; Problem Solving; Research Design; Grade 3; Elementary School Students; Statistical Analysis; Linguistics + Suchen Sie Ihr Suchwort? Textaufgabe; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Mathematics ability; Lernproblem; Elementare Mathematik; Schulmathematik; Problemlösen; Forschungsdesign; School year 03; 3. Schuljahr; Schuljahr 03; Statistische Analyse; Linguistik
Abstract	Word problems are prevalent on high-stakes assessments, and success on word problems has implications for grade promotion and graduation. Unfortunately, English Language Learners (ELLs) continue to perform significantly below their native English-speaking peers on mathematics assessments featuring word problems. Little is known about the instructional needs and performance of ELLs at risk of mathematics difficulty (MD). In the present study, an exploratory quasi-experimental design was used to investigate word-problem instruction for ELLs in a culturally and linguistically diverse public elementary school. Specifically, we studied the efficacy of a word-problem intervention for ELLs with MD (N = 9) that combined culturally and linguistically responsive practices with schema instruction (CLR-SI). The study is unique in that it combines research on effective instruction for ELLs and students with MD; CLR-SI has not been investigated for either ELLs or students with MD. Results have implications for teachers, administrators, and researchers of ELLs with MD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01