Word Problem Strategy for Latino English Language Learners at Risk for Math Disabilities.

English Language Learners (ELLs) at risk for math disabilities (MD) are challenged in solving word problems for numerous reasons such as (a) learning English as a second language, (b) limited experience using math vocabulary, and (c) lack of strategies to improve word-problem-solving skills. As a result of these difficulties, ELLs may not only need math support but also oral language and reading development assistance. The purpose of this study was to assess the effectiveness of a math comprehension strategy procedure based on a dynamic assessment (DA) framework. The strategy provided scaffolding support based on the student’s reading and language comprehension levels. A multiple baseline was used to assess 6 third-grade Latino ELLs at risk for MD. As compared with baseline, the strategy increased problem-solving ability for all participants. All students’ level of performance was maintained during follow-up sessions. Results suggest that a focus on comprehension strategies may help facilitate math skills development for ELLs at risk for MD. [ABSTRACT FROM AUTHOR]