Language Proficiency and the Relation to Word-Problem Performance in Emergent Bilingual Students with Mathematics Difficulties

Autor/inn/en	King, Sarah G.; Powell, Sarah R.
Titel	Language Proficiency and the Relation to Word-Problem Performance in Emergent Bilingual Students with Mathematics Difficulties
Quelle	In: Learning Disabilities Research & Practice, 38 (2023) 4, S.263-273 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (King, Sarah G.) ORCID (Powell, Sarah R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12325
Schlagwörter	Word Problems (Mathematics); Mathematics Instruction; English Language Learners; Language Proficiency; Barriers; English for Academic Purposes; Learning Problems; Grade 3; Elementary School Students; Intervention; Program Effectiveness + Suchen Sie Ihr Suchwort? Textaufgabe; Mathematics lessons; Mathematikunterricht; Language skill; Language skills; Sprachkompetenz; Lernproblem; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	As students enter the upper elementary grades, word problems become a main component of mathematics instruction, increasing in complexity as students advance through the curriculum. For students identified as emergent bilinguals with mathematics difficulty (MD), the linguistic complexity inherent in word problems may serve as a barrier to word-problem proficiency. The current study investigated the potential relation between academic English proficiency and word-problem outcomes for emergent bilinguals with MD. After analyzing data from 241 third-grade students, results indicated students who participated in an evidence-based word-problem intervention outperformed students who did not receive the intervention. Moreover, students' academic English-language proficiency scores in the domains of reading and writing positively correlated with higher scores on a measure of word-problem solving. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01