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

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 w...