The Development of a Math Strategy in Spanish for Latino English Language Learners at Risk for Math Disabilities

Abstract

Math content for English Language Learners (ELLs) is unforgiving in terms of the constant need to build specific math and reading knowledge. As a result, ELLs may not only need math support but also reading comprehension support. The purpose of this study was to assess the effectiveness of a word problem solving strategy called Estratégica Dinámica de Matemáticas (EDM). EDM was designed to provide math strategy support in the native language based on students’ reading and language comprehension levels. A changing criterion multiple baseline design was used to instruct six second-grade Latino ELLs at risk for math disability. As compared with the baseline phase, EDM increased word problem solving for all participants. All students’ level of performance were maintained and generalized during follow-up sessions. This study has implications for a native language intervention that focuses on comprehension strategy training to facilitate word problem solving performance.