RUNNING HEADER: LITERATURE REVIEW-DOMAIN A

Literature Review - Domain A:

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

Sean Watson

National University

TED 690 – Professor Daniel Weintraub

6/08/2019
 Literature Review-Domain A 2

Abstract

The literature review is based on the article Word Problem Strategy for Latino English Language

Learners at Risk for Math Disabilities by Michael J. Orosco, PhD (2014) . The article tests the

cognition and intervention that assesses ELLs student learning abilities. Orosco (2014), proposes

two research questions in his study to find the need for intervention for ELLs when it comes to

math word problems. The results of the study showed significant differences when taught

baseline instruction versus instructional intervention.

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Mathematics can be a very challenging subject to teach in elementary school. It can be

even more challenging when an English language learner is struggling to comprehend the words

to read to solve the problems. When it comes to English language learners who are at risk for

math disabilities, there can be a variety of word problem strategies. The author suggests that

English language learners can have math disabilities. In a study by Michael J. Orosco, PhD

(2014), the author proposed that English language learners can be potentially at risk of a math

disabilities.(MD) His study assessed how a math comprehension strategy procedure is based on

a dynamic assessment framework. Scaffolding was used based off of student’ reading and

language comprehension levels to assess 6 3rd grader ELLs who are at risk of MD. From the

results of his strategy, all participants increased their problem solving ability. The results also

suggest that focusing on strategies may help English Language learners who are at risk for MD

in the long run to develop solid math skills in word problems.

Oroscos’s base asked two research questions. The first, to “what level does dynamic

assessment (DA) improve student’s word-problem-solving skills as measured by word-problem-

solving-achievement?” The second research question was “to what degree does DA maintain

student’s word-problem-solving skills in generalization sessions?”

Orosco(2014) uncovered some interesting results which he states “Elementary school

teachers are particularly challenged and need to summon extra resources because of the range of

instructional needs of ELLs for whom math content in a second language is more arduous due to

limited (a) experiences in vocabulary development, (b) prior math content knowledge, and (c)

strategies to improve word-problem-solving skills.” (Orosco, 2014, p. 45) Orosco’s(2014) study

suggests that English Language learners who may be at risk need more intensive, individualized,

and small group instruction in order to relate to the material. Orosco goes on to state “given the
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multistep process of word-problem-solving process, strategy instruction continues to be an

important intervention approach to improve solution accuracy.” (Orosco, 2014, p. 45)

The results of his study showed that the English language learners during baseline

instruction of word problem solving demonstrated a pattern of low performance by all six

participants. They struggled to understand complex word application and were in need for an

intervention. During intervention their performance increased in accurate levels of word-

problem difficulty solved for all students. Each student was given 4 word problems based on the

intervention level they received. All students showed immediate effects of Dynamic Strategic

Math (DSM) intervention because they were open to background knowledge. DSM is four level

word-problem solving procedure that tests the cognition and then test providing intervention that

assesses student’s word-problem-solving ability. Students were taught math concepts that

connected to everyday words that are used. This helped ELL students build their math linguistic

abilities.

I feel the author’s focus in this study was beneficial to not only myself but all teachers

especially in California. Orosco’s(2014) study shows significance in the use of intervention

when it comes to instruction that marinates with English learners. Common vocabulary from

students and differentiated strategies can benefit ELL students in the classroom and promote

continued comprehension growth in mathematics as needed. In mathematics there is always

more than one way to solve a problem just as with the language that is used.
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References
Orosco, J. M. (2014). Word Problem Strategy for Latino English Language Learners at Risk for
Math Disabilities. Learning Disability Quarterly, 37(1)45-53.