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

• Published in: Learning disability quarterly Vol. 43; no. 2; pp. 101 - 114
• Main Authors: Sanford, Amanda K., Pinkney, Christopher J., Brown, Julie Esparza, Elliott, Cameron G., Rotert, Emily N., Sennott, Samuel C.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA Sage Publications, Inc 01.05.2020; SAGE Publications; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: At Risk Students; Cultural instruction; Culturally Relevant Education; Elementary School Students; English as a second language learning; English Language Learners; English Learners; Grade 4; Hispanic American Students; Intervention; Language of Instruction; Language Proficiency; Language Usage; Learning Disabilities; Mathematical Applications; Mathematics; Mathematics Education; Mathematics Instruction; Mathematics Skills; Program Effectiveness; Reading Skills; Visual Aids; Vocabulary Development; Vocabulary learning; Vocabulary Skills; Word Problems (Mathematics); elementary; response to intervention; classroom intervention; multitiered support systems; mathematics intervention; English language learners
• ISSN: 0731-9487; 2168-376X
• DOI: 10.1177/0731948719836173

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.