The mathematical word problem-solving performance gap between children with and without math difficulties: does working memory mediate and/or moderate treatment effects?

This study determined the extent to which working memory (WM) played a moderating and/or mediating role in word-problem-solving (WPS) instructional outcomes between children with and without math difficulties (MD). A randomized pretest-posttest control group study investigated the effects of 8-week strategy instruction in one of four treatment conditions on WPS accuracy of third graders with MD ( = 136) when compared to children with ( = 28) and without MD ( = 43). Comparisons were made of three strategy conditions that included overt cues (e.

The relation of bilingual cognitive skills to the second language writing performance of primary grade students.

The purposes of the current study were to examine the effects of cognitive and reading skills (i.e., working memory [WM], oral language development [OLD], and reading skills) on second language (L2) writing performance as well as the changes in these relationships across different grades among Spanish-speaking children learning English.

Effects of Professional Development on English Learners' Problem Solving.

Teacher preparation for problem-solving instruction is essential to meeting the math needs of English learners (ELs) with math learning disabilities (MLD) in U.S. public schools.

Does Growth in the Executive System of Working Memory Underlie Growth in Literacy for Bilingual Children With and Without Reading Disabilities?

This cohort-sequential study explored the components of working memory (WM) that underlie second language (L2) reading growth in 450 children at risk and not at risk for reading disabilities (RD) whose first language is Spanish. English language learners designated as balanced and nonbalanced bilinguals with and without risk for RD in Grades 1, 2, and 3 at Wave 1 were administered a battery of cognitive (short-term memory, WM, naming speed, and inhibition), vocabulary, and reading measures in Spanish and English. These same measures were administered 1 and 2 years later.

Growth in literacy, cognition, and working memory in English language learners.

This cohort sequential study explored the components of working memory that underlie English reading and language acquisition in elementary school children whose first language is Spanish. To this end, children (N=410) in Grades 1, 2, and 3 at Wave 1 were administered a battery of cognitive (short-term memory [STM], working memory [WM], rapid naming, phonological processing, and random letter and number generation), vocabulary, and reading measures in both Spanish and English. These same measures were administered 1 and 2 years later.

Cognitive Strategies, Working Memory, and Growth in Word Problem Solving in Children With Math Difficulties.

This study investigated the role of strategy instruction and working memory capacity (WMC) on word problem solving accuracy in children with (n = 100) and without (n = 92) math difficulties (MD). Within classrooms, children in Grades 2 and 3 were randomly assigned to one of four treatment conditions: verbal-only strategies (e.g.

Culturally responsive instruction for english language learners with learning disabilities.

This case study describes the culturally responsive instruction of one special education teacher with Latino English language learners (ELLs) with learning disabilities in an urban elementary school setting. This study was situated in a social constructivist research based framework. In investigating this instruction with ELLs, this study focused on how one teacher's knowledge of culturally responsive pedagogy affected her special education instruction.

One school's implementation of RTI with English language learners: "referring into RTI".

The purpose of this study was to determine how a response-to-intervention (RTI) model was implemented with a large percentage of Latino English language learners who were having reading difficulties in an urban elementary school at the primary level (K-2). The authors sought to describe school personnel's perceptions of RTI, what the model looked like in their school, and the challenges they faced. The authors focused on how teachers' understandings, beliefs, judgments, professional development, and training affected the RTI decision-making process by investigating classroom-based literacy instruction and problem-solving meetings.