Math Difficulties and Working Memory Growth in English Language Learner Children: Does Bilingual Proficiency Play a Significant Role?

Autor/inn/en	Swanson, H. Lee; Kong, Jennifer; Petcu, Stefania
Titel	Math Difficulties and Working Memory Growth in English Language Learner Children: Does Bilingual Proficiency Play a Significant Role?
Quelle	In: Language, Speech, and Hearing Services in Schools, 49 (2018) 3, S.379-394 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2018_LSHSS-17-0098
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Bilingualismus; Kurzzeitgedächtnis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Vorhersage; Intelligenz; Klugheit; Reading skill; Lesefertigkeit; Spanisch; School year 03; 3. Schuljahr; Schuljahr 03; Korrelation; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Achievement gain; Leistungssteigerung; Testdurchführung; Testen; School year 02; 2. Schuljahr; Schuljahr 02; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lesetest; Hemmung
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01