The Mathematical Performance of At-Risk First Graders As a Function of Limited English Proficiency Status

Overview

Journal Learn Disabil Q

Date 2019 Oct 22

PMID 31631937

Authors

BrittanyLee N Martin

Lynn S Fuchs

Affiliations

Soon will be listed here.

Abstract

The purpose of this study was to explore interactions between limited English proficiency (LEP) status, as a function of risk status (low math performance at the start of the school year), on computation and word-problem solving performance. Among 260 1st-grade students, classified as at-risk (AR) or not at-risk (NAR) for math disability, we compared the performance of LEP students to native English-speaking peers. A series of 2-way ANOVAs were conducted on computation and word-problem solving skill at 2 time points, fall and spring of 1st-grade. On fall computation measures, there was no main effect for LEP status and no interaction between LEP and risk status. On spring computation, a main effect for LEP status had emerged, but again no interaction. By contrast, on fall word-problem solving, there was an interaction between LEP and risk status; however, this interaction was no longer significant by spring. Results suggest that language proficiency is an important factor in the development of computation and word-problem solving skill. Implications for future research are discussed.

References

Fuchs L, Gilbert J, Fuchs D, Seethaler P, Martin B . Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension. Sci Stud Read. 2018; 22(2):152-166. PMC: 5891146. DOI: 10.1080/10888438.2017.1398259. View

Fuchs L, Geary D, Compton D, Fuchs D, Schatschneider C, Hamlett C . Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice. J Educ Psychol. 2013; 105(1):58-77. PMC: 3779611. DOI: 10.1037/a0030127. View

Gordon P . Numerical cognition without words: evidence from Amazonia. Science. 2004; 306(5695):496-9. DOI: 10.1126/science.1094492. View

Cai L . Latent variable modeling. Shanghai Arch Psychiatry. 2014; 24(2):118-20. PMC: 4198841. DOI: 10.3969/j.issn.1002-0829.2012.02.010. View

Purpura D, Ganley C . Working memory and language: skill-specific or domain-general relations to mathematics?. J Exp Child Psychol. 2014; 122:104-21. DOI: 10.1016/j.jecp.2013.12.009. View

Dehaene S, Spelke E, Pinel P, Stanescu R, Tsivkin S . Sources of mathematical thinking: behavioral and brain-imaging evidence. Science. 1999; 284(5416):970-4. DOI: 10.1126/science.284.5416.970. View

Fuchs L, Fuchs D, Compton D, Hamlett C, Wang A . Is Word-Problem Solving a Form of Text Comprehension?. Sci Stud Read. 2015; 19(3):204-223. PMC: 4391820. DOI: 10.1080/10888438.2015.1005745. View

Salillas E, Wicha N . Early learning shapes the memory networks for arithmetic: evidence from brain potentials in bilinguals. Psychol Sci. 2012; 23(7):745-55. PMC: 3931428. DOI: 10.1177/0956797612446347. View

Jordan N, Hanich L . Mathematical thinking in second-grade children with different forms of LD. J Learn Disabil. 2004; 33(6):567-78. DOI: 10.1177/002221940003300605. View

10.

Kintsch W, Greeno J . Understanding and solving word arithmetic problems. Psychol Rev. 1985; 92(1):109-29. View

11.

Fuchs L, Fuchs D, Hamlett C, Lambert W, Stuebing K, Fletcher J . Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition?. J Educ Psychol. 2011; 100(1):30-47. PMC: 2802329. DOI: 10.1037/0022-0663.100.1.30. View