Performance Differences on a Measure of Mathematics Vocabulary for English Learners and Non-English Learners with and without Mathematics Difficulty

Autor/inn/en	Powell, Sarah R.; Berry, Katherine A.; Tran, Le M.
Titel	Performance Differences on a Measure of Mathematics Vocabulary for English Learners and Non-English Learners with and without Mathematics Difficulty
Quelle	In: Reading & Writing Quarterly, 36 (2020) 2, S.124-141 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2019.1677538
Schlagwörter	Vocabulary; Grade 3; Elementary School Students; English Language Learners; Mathematics Instruction; Equations (Mathematics); Problem Solving; Word Problems (Mathematics); Language Skills; Mathematics Achievement; Learning Disabilities; Urban Schools + Suchen Sie Ihr Suchwort? Wortschatz; School year 03; 3. Schuljahr; Schuljahr 03; Mathematics lessons; Mathematikunterricht; Equations; Mathematics; Gleichungslehre; Problemlösen; Textaufgabe; Language skill; Sprachkompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Learning handicap; Lernbehinderung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The purpose of this study was to measure the mathematics-vocabulary performance of 3rd graders to determine if performance differences existed among English learners (ELs) and non-ELs with and without mathematics difficulty (MD). Using screening data from a large-scale intervention study, we categorized students into four groups based on equation solving and word-problem performance: no MD, equation difficulty, word-problem difficulty, or equation and word-problem difficulty. Within these four categories, we compared student performance between ELs and non-ELs. Results showed ELs scored lower than non-ELs across all groups. Both ELs and non-ELs with equation and word-problem difficulty demonstrated lower performance on the mathematics vocabulary measure than students with only equation difficulty or word-problem difficulty. Findings indicated ELs and students with MD have limited mathematics vocabulary knowledge and may require focused instruction on the language of mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01