Culturally and Linguistically Responsive Mathematics Instruction for English Learners in Multitiered Support Systems: PLUSS Enhancements
| Autor: | Amanda K. Sanford, Emily N. Rotert, Cameron G. Elliott, Christopher J. Pinkney, Samuel C. Sennott, Julie Esparza Brown |
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| Rok vydání: | 2019 |
| Předmět: |
Response to intervention
05 social sciences 050301 education Vocabulary development Education Behavioral Neuroscience Intervention (counseling) General Health Professions Learning disability Mathematics education medicine 0501 psychology and cognitive sciences Support system Language proficiency medicine.symptom Mathematics instruction Psychology 0503 education At-risk students 050104 developmental & child psychology |
| Zdroj: | Learning Disability Quarterly. 43:101-114 |
| ISSN: | 2168-376X 0731-9487 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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