The Relationship Between Early Classroom Activities and English Language Learners’ Later Math Problem-Solving Performance: An Exploratory Study

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2022-06-09 DOI:10.1111/ldrp.12280
H. Lee Swanson, Jennifer Kong, Jui-Teng Li, Stefania D. Petcu
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Abstract

This exploratory study determined the relationship between math instructional activities in Wave (year) 1 and English language learner (ELL) children's math problem-solving performance in Wave (year) 2. The math performance of ELL children (N = 291) in Grades 1, 2, and 3 was tested in two testing waves. Two major findings emerged. First, strategy instruction, peer interaction, and explicit instruction in Wave 1 uniquely predicted English problem-solving scores in Wave 2 independent of grade level, vocabulary, calculation, and problem-solving at Wave 1. Second, the frequency of explicit instruction and peer interactions was significantly related to the odds of predicting ELL children at risk for math disabilities. The results are discussed within the context-specific instructional activities that were positively related to later math outcomes.

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早期课堂活动与英语学习者后期数学问题解决能力的关系研究
本探索性研究确定了第1波(年)数学教学活动与第2波英语学习者(ELL)儿童数学问题解决表现之间的关系。在两个测试波中测试了1、2和3年级ELL儿童(N=291)的数学成绩。出现了两个主要发现。首先,第1波中的策略教学、同伴互动和显性教学能够独立于第1波的年级水平、词汇、计算和解决问题,唯一地预测第2波中的英语解决问题得分。其次,显性教学和同伴互动的频率与预测ELL儿童有数学残疾风险的几率显著相关。这些结果是在特定情境的教学活动中讨论的,这些活动与后来的数学结果呈正相关。
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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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