Culturally and Linguistically Responsive Mathematics Instruction for English Learners in Multitiered Support Systems: PLUSS Enhancements

Autor/inn/en	Sanford, Amanda K.; Pinkney, Christopher J.; Brown, Julie Esparza; Elliott, Cameron G.; Rotert, Emily N.; Sennott, Samuel C.
Titel	Culturally and Linguistically Responsive Mathematics Instruction for English Learners in Multitiered Support Systems: PLUSS Enhancements
Quelle	In: Learning Disability Quarterly, 43 (2020) 2, S.101-114 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948719836173
Schlagwörter	Culturally Relevant Education; Language of Instruction; English Language Learners; At Risk Students; Mathematics Instruction; Learning Disabilities; Vocabulary Development; Word Problems (Mathematics); Intervention; Program Effectiveness; Hispanic American Students; Grade 4; Elementary School Students; Reading Skills; Mathematics Skills; Language Proficiency; Visual Aids; Language Usage; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Mathematics lessons; Mathematikunterricht; Learning handicap; Lernbehinderung; Wortschatzarbeit; Textaufgabe; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; School year 04; 4. Schuljahr; Schuljahr 04; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Language skill; Language skills; Sprachkompetenz; Anschauungsmaterial; Sprachgebrauch
Abstract	This study examined the impact of linguistic and cultural enhancements to evidence-based mathematics instruction within a multitiered support system for English learners. The study employed a single subject changing criterion design for four fourth-grade students who were English learners with or at risk of a learning disability diagnosis in mathematics. Dual dependent variables were mathematics vocabulary acquisition and application in story problems. Student performance on identifying the correct mathematics vocabulary words when given the definition was measured across baseline and four phases of intervention. Students were also assessed on their ability to complete story problems that contained the target vocabulary. At each phase of the intervention, students showed an increase in performance on both vocabulary words correctly identified and story problems correctly completed. Implications for practice and future directions for research are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01