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

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...