Culturally and Linguistically Responsive Schema Intervention: Improving Word Problem Solving for English Language Learners With Mathematics Difficulty

• Published in: Learning disability quarterly Vol. 40; no. 1; pp. 41 - 53
• Main Authors: Driver, Melissa K., Powell, Sarah R.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA Hammill Institute on Disabilities and SAGE Publications 01.02.2017; SAGE Publications; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Culturally Relevant Education; Elementary education; Elementary School Mathematics; Elementary School Students; English as a second language instruction; English language; English Language Learners; Grade 3; Intervention; Language diversity; Learning Problems; Linguistics; Low Achievement; Mathematical Concepts; Mathematics; Mathematics Achievement; Mathematics Instruction; Mathematics Skills; Mathematics Tests; Multiculturalism & pluralism; Pretests Posttests; Problem Solving; Quasiexperimental Design; Research Design; Risk assessment; Statistical Analysis; Students; Teachers; Word Problems (Mathematics); word-problem instruction; schema instruction; culturally and linguistically responsive teaching; mathematics difficulty; English learners
• ISSN: 0731-9487; 2168-376X
• DOI: 10.1177/0731948716646730

Word problems are prevalent on high-stakes assessments, and success on word problems has implications for grade promotion and graduation. Unfortunately, English Language Learners (ELLs) continue to perform significantly below their native English-speaking peers on mathematics assessments featuring word problems. Little is known about the instructional needs and performance of ELLs at risk of mathematics difficulty (MD). In the present study, an exploratory quasi-experimental design was used to investigate word-problem instruction for ELLs in a culturally and linguistically diverse public elementary school. Specifically, we studied the efficacy of a word-problem intervention for ELLs with MD (N = 9) that combined culturally and linguistically responsive practices with schema instruction (CLR-SI). The study is unique in that it combines research on effective instruction for ELLs and students with MD; CLR-SI has not been investigated for either ELLs or students with MD. Results have implications for teachers, administrators, and researchers of ELLs with MD.