Using a Vocabulary Map Routine to Explicitly Teach Mathematics Vocabulary

Beck I. L. McKeown M. G. Kucan L. (2013). Bringing words to life: Robust vocabulary instruction. The Guilford Press.

Forsyth S. R. Powell S. R. (2017). Differences in the mathematics-vocabulary knowledge of fifth-grade students with and without learning difficulties. Learning Disabilities Research and Practice, 32, 231–245. https://doi.org/10.1111/ldrp.12144

Fuchs L. Fuchs D. Compton D. Hamlett C. Wang A. (2015). Is word-problem solving a form of text comprehension? Scientific Studies of Reading, 19(3), 204–223. https://doi.org/10.1080/10888438.2015.1005745

Fuchs L. S. Gilbert J. K. Fuchs D. Seethaler P. M. Martin B. N. (2018). Text comprehension and oral language as predictors of word-problem solving: Insights into word-problem solving as a form of text comprehension. Scientific Studies of Reading, 22(2), 152–166. https://doi.org/10.1080/10888438.2017.1398259

Fuchs L. S. Newman-Gonchar R. Schumacher R. Dougherty B. Bucka N. Karp K. S. Woodward J. Clarke B. Jordan N. C. Gersten R. Jayanthi M. Keating B. Morgan S. (2021). Assisting students struggling with mathematics: Intervention in the elementary grades (WWC 2021006). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/PracticeGuide/26

Gersten R. Baker S. K. Shanahan T. Linan-Thompson S. Collins P. Scarcella R. (2007). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide (NCEE 2007-4011). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee/wwc/publications/practiceguides

Hughes E. M. Powell S. R. Stevens E. A. (2016). Supporting clear and concise math language: Instead of that, say this. TEACHING Exceptional Children, 49(1), 7–17. https://doi.org/10.1177/0040059916654901

Lin X. Peng P. Zeng J. (2021). Understanding the relation between mathematics vocabulary and mathematics performance: A meta-analysis. The Elementary School Journal, 121(3), 504–540. https://doi.org/10.1086/712504

Powell S. Berry K. Tran L. (2020). Performance differences on a measure of mathematics vocabulary for English learners and non-English learners with and without mathematics difficulty. Reading & Writing Quarterly, 36(2), 1–18. https://doi.org/10.1080/10573569.2019.1677538

Powell S. R. Driver M. K. Roberts G. Fall A.-M. (2017). An analysis of the mathematics vocabulary knowledge of third- and fifth-grade students: Connections to general vocabulary and mathematics computation. Learning and Individual Differences, 57, 22–32. https://doi.org/10.1016/j.lindif.2017.05.011

Powell S. R. Namkung J. M. Lin X. (2022). An investigation of using keywords to solve word problems. The Elementary School Journal, 122(3), 452–473. https://doi.org/10.1086/717888

Powell S. R. Stevens E. A. Hughes E. M. (2019). Math language in middle school: Be more specific. TEACHING Exceptional Children, 51(4), 286–295. https://doi.org/10.1177/0040059918808762

Purpura D. J. Reid E. E. (2016). Mathematics and language: Individual and group differences in mathematical language skills in young children. Early Childhood Research Quarterly, 36, 259–268. https://doi.org/10.1016/j.ecresq.2015.12.020

Schleppegrell M. J. (2010). Language in mathematics teaching and learning: A research review. In Moschkovich J. N. (Ed.), Language and mathematics education: Multiple perspectives and directions for research (pp. 73−112). Information Age Publishing.

Simmons D. Hairrell A. Edmonds M. Vaughn S. Larsen R. Willson V. Rupley W. Byrns G. (2010). A comparison of multiple-strategy methods: Effects on fourth-grade students’ general and content-specific reading comprehension and vocabulary development. Journal of Research on Educational Effectiveness, 3, 121–156. https://doi.org/10.1080/19345741003596890

Stevens E. A. Leroux A. J. Mowbray M. H. Lee G. S. (2023). Evaluating the effects of adding explicit vocabulary instruction to a word-problem schema intervention. Exceptional Children, 89(3), 275–293. https://doi.org/10.1177/00144029221112290

Stevens E. A. Powell S. R. (2016). Focus on inclusive education: Unpacking word problems for elementary students: A guide to instruction using schemas. Childhood Education, 92(1), 86–91. https://doi.org/10.1080/00094056.2016.1134253