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. © Hammill Institute on Disabilities 2011.
CITATION STYLE
Orosco, M. J., Swanson, H. L., O’Connor, R., & Lussier, C. (2013). The Effects of Dynamic Strategic Math on English Language Learners’ Word Problem Solving. Journal of Special Education, 47(2), 96–107. https://doi.org/10.1177/0022466911416248
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