The Effects of a Paraphrasing Intervention on Word Problem-Solving Accuracy of English Learners at Risk of Mathematic Disabilities

Autor/inn/en	Kong, Jennifer E.; Swanson, H. Lee
Titel	The Effects of a Paraphrasing Intervention on Word Problem-Solving Accuracy of English Learners at Risk of Mathematic Disabilities
Quelle	In: Learning Disability Quarterly, 42 (2019) 2, S.92-104 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948718806659
Schlagwörter	Word Problems (Mathematics); Problem Solving; English Language Learners; Difficulty Level; Intervention; Mathematics Instruction; Learning Disabilities; Instructional Effectiveness; Teaching Methods; Grade 3; Elementary School Students; At Risk Students; Accuracy; Curriculum Based Assessment; Interrater Reliability; Language Usage; English (Second Language); California + Suchen Sie Ihr Suchwort? Textaufgabe; Problemlösen; Schwierigkeitsgrad; Mathematics lessons; Mathematikunterricht; Learning handicap; Lernbehinderung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; School year 03; 3. Schuljahr; Schuljahr 03; Interrater-Reliabilität; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Kalifornien
Abstract	English learners (ELs) experience difficulty with mathematical problem solving because word problems require complex processes beyond basic math skills, such as the use of linguistic information, identifying relevant information, and constructing the appropriate problem statement. This study used a combined multiple baseline design and criterion changing design to assess the effectiveness of a paraphrasing intervention on the problem-solving performance for nine third-grade students who are ELs and at risk of mathematical disabilities (MD). Although the magnitude of the Tau-U effect sizes was in the small range, the visual analysis indicated that all students displayed increasing trends in problem-solving accuracy as a function of the paraphrasing intervention. The results were discussed in terms of providing continual support toward maintaining intervention outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01