ArticleLearning disability quarterly : journal of the Division for Children with Learning Disabilities2019
The Mathematical Performance of At-Risk First Graders as a Function of Limited English Proficiency Status.
Article in Learning disability quarterly : journal of the Division for Children with Learning Disabilities, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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.
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