Culturally and Linguistically Responsive Mathematics Instruction for English Learners in Multitiered Support Systems: PLUSS Enhancements

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL

Learning Disability Quarterly Pub Date : 2020-05-01 DOI:10.1177/0731948719836173

Amanda K. Sanford, C. Pinkney, Julie Brown, Cameron G. Elliott, Emily N. Rotert, Samuel C. Sennott

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引用次数: 6

Abstract

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.

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多层次支持系统中英语学习者的文化和语言反应性数学教学:plus的增强

本研究考察了语言和文化增强对英语学习者多层支持系统中循证数学教学的影响。这项研究对四名四年级的英语学习者采用了单一的科目转换标准设计，这些学生在数学方面被诊断为学习障碍或有学习障碍风险。双因变量是数学词汇习得和在故事问题中的应用。在给定定义时，学生在识别正确数学词汇方面的表现是在基线和干预的四个阶段进行测量的。学生们还被评估了完成包含目标词汇的故事问题的能力。在干预的每个阶段，学生在正确识别词汇和正确完成故事问题方面的表现都有所提高。讨论了对实践的启示和未来的研究方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning Disability Quarterly Multiple-

CiteScore

3.50

自引率

11.10%

发文量

期刊介绍： Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.