Supplemental intervention for third-grade English learners with significant problem-solving challenges

Abstract

This study examined the effect of comprehension strategy instruction on third-grade English Learners’ word-problem-solving performance. The supplemental intervention included modeling how to read the word problem to identify and restate the question, distinguishing relevant from irrelevant information, and collaborating with peers on applying the steps of the strategy to solve word problems. Sixty-six students demonstrating math learning difficulties (MLD) participated in the intervention for 30 min twice a week for 10 weeks (20 total sessions). Trained tutors delivered scripted lessons and checked students’ understanding by asking them questions orally and providing feedback on their answers. Students in the control group (n = 73) received only general instruction. Results of multilevel regression indicated a significant effect favoring the treatment, suggesting that the approach may facilitate the development of problem-solving skills among students with MLD. Implications for future research and practice are discussed.

Keywords

comprehension-strategy instruction English learners (ELs)problem-solving skills math learning difficulties differentiated instruction

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