The Effects of Dynamic Strategic Math on English Language Learners' Word Problem Solving. (August 2013)

• Record Type: Journal Article
• Authors: Orosco, Michael J.; Swanson, H. Lee; O'Connor, Rollanda; Lussier, Cathy
• Is Part Of: Journal of special education. Volume 47:Number 2(2013)
• Page Start: 96
• Page End: 107
• Publication Date: 2013-08
• Subjects: Latino English language learners -- mathematics -- dynamic assessment -- word problem solving; Special education -- Periodicals; Children with disabilities -- Education -- Periodicals; 371.905
• DOI: 10.1177/0022466911416248
• Languages: English
• ISSNs: 0022-4669

Abstract

English language learners (ELLs) struggle with solving word problems for a number of reasons beyond math procedures or calculation challenges. As a result, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a math comprehension strategy called Dynamic Strategic Math (DSM) on word problem solving for Latino ELLs. The strategy provides performance-contingent feedback based on the student's reading and language comprehension level. A multiple baseline design was used to assess 6 second-grade Latino ELLs at risk for math failure/math disability. As compared with the baseline phase, DSM increased word problem solving for all the participants. All students' level of performance was maintained during follow-up sessions. The results suggest the intervention facilitated math problem–solving performance.