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 SRCLD Presentation Details 

    A Meta-Analysis of Language-Focused Math Interventions for English Language Learners  
Genesis Arizmendi - University of New Mexico
Jui-Teng Li - University of New Mexico
M. Lee Van Horn - University of New Mexico
H. Lee Swanson - University of New Mexico

SRCLD Year: 2020
Presentation Type: Poster Presentation
Poster Number: PS3S21
Presentation Time: Sat, Jun 8, 2019 from 8:30a-10:00a
Abstract View Full Summary
English learners (ELs) often struggle academically with math. Although math is often thought of simply being numerical, numerical vocabulary terms must be mapped on to the concepts and symbols in a new language to the student. When we consider the complexity of mathematics that reach beyond learning number concepts, it is clear how a child who is not yet proficient in English could struggle with more advanced math. The purpose of this study was to identify mathematics interventions for ELs that had a language-based focus. Studies which meet our study inclusion criteria for the meta-analysis described an emphasis on building or teaching the vocabulary of math terms and/or building a skillset in comprehending words used in math. We identified both group and single-subject studies for analysis, calculating intervention effect sizes. We tested several moderator variables, including grade and length of intervention, for their impact on treatment. With the EL student population on the rise, it is important that we consider the impact that math interventions have for ELs, specifically, and design intervention approaches that maximize learning for these students. NSF(DRL1660828)
Supported in part by: NIDCD and NICHD, NIH, R13 DC001677, Susan Ellis Weismer, Principal Investigator
University of Wisconsin-Madison - Department of Communication Sciences and Disorders