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Exceptionality
A Special Education Journal
Volume 22, 2014 - Issue 4
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Original Articles

A Math Intervention for Third Grade Latino English Language Learners at Risk for Math Disabilities

Michael J. OroscoUniversity of California RiversideCorrespondence[email protected]
Pages 205-225 | Received 13 May 2013, Accepted 21 Oct 2013, Published online: 20 Oct 2014

Citations (15)

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Read on this site (3)

H. Lee Swanson, Genesis D. Arizmendi & Jui-Teng Li. (2023) Emergent math difficulties among English learners: can the odds be reduced?. Child Neuropsychology 29:1, pages 136-164.
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Jui-Teng Li, Genesis D. Arizmendi & H. Lee Swanson. (2022) The influence of teachers’ math instructional practices on English learners’ reading comprehension and math problem-solving performance in Spanish and English. International Journal of Bilingual Education and Bilingualism 25:10, pages 3614-3630.
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Garret J. Hall, Patti Schaefer, Teri Hedges & Eric Grodsky. (2022) Examining Bridges in Mathematics and Differential Effects Among English Language Learners. School Psychology Review 51:4, pages 392-405.
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Articles from other publishers (12)

Qingli Lei & Yan Ping Xin. (2023) A synthesis of mathematical word problem‐solving instructions for English learners with learning disabilities in mathematics . Review of Education 11:2.
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H. Lee Swanson, Jennifer Kong, Jui‐Teng Li & Stefania D. Petcu. (2022) The Relationship Between Early Classroom Activities and English Language Learners’ Later Math Problem‐Solving Performance: An Exploratory Study. Learning Disabilities Research & Practice 37:4, pages 242-261.
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Tessa L. Arsenault & Sarah R. Powell. (2022) Intensifying Language Supports in Word-Problem Schema Instruction. TEACHING Exceptional Children, pages 004005992110695.
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Jui-Teng Li, Genesis D. Arizmendi & H. Lee Swanson. (2022) The role of language comprehension skills and instructional practices in cross-language influence of Spanish-speaking dual language learners’ calculation skills. Early Childhood Research Quarterly 61, pages 90-105.
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Genesis D. Arizmendi, Jui‐Teng Li, M. Lee Van Horn, Stefania D. Petcu & H. Lee Swanson. (2021) Language‐Focused Interventions on Math Performance for English Learners: A Selective Meta‐Analysis of the Literature. Learning Disabilities Research & Practice 36:1, pages 56-75.
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Qingli Lei, Rose A. Mason, Yan Ping Xin, John L. Davis, Marie David & Catharine Lory. (2020) A Meta‐Analysis of Single‐Case Research on Mathematics Word Problem‐Solving Interventions for English Learners with Learning Disabilities and Mathematics Difficulties. Learning Disabilities Research & Practice 35:4, pages 201-217.
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Amanda K. Sanford, Christopher J. Pinkney, Julie Esparza Brown, Cameron G. Elliott, Emily N. Rotert & Samuel C. Sennott. (2019) Culturally and Linguistically Responsive Mathematics Instruction for English Learners in Multitiered Support Systems: PLUSS Enhancements. Learning Disability Quarterly 43:2, pages 101-114.
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H. Lee Swanson, Jennifer E. Kong, Amber S. Moran & Michael J. Orosco. (2019) Paraphrasing Interventions and Problem‐Solving Accuracy: Do Generative Procedures Help English Language Learners with Math Difficulties?. Learning Disabilities Research & Practice 34:2, pages 68-84.
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Christian T. Doabler, Ben Clarke, Derek Kosty, Keith Smolkowski, Evangeline Kurtz-Nelson, Hank Fien & Scott K. Baker. (2019) Building number sense among English learners: A multisite randomized controlled trial of a Tier 2 kindergarten mathematics intervention. Early Childhood Research Quarterly 47, pages 432-444.
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Zandra de Araujo, Sarah A. Roberts, Craig Willey & William Zahner. (2018) English Learners in K–12 Mathematics Education: A Review of the Literature. Review of Educational Research 88:6, pages 879-919.
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Michael J. Orosco & Naheed A. Abdulrahim. (2018) Examining Comprehension Strategy Instruction With English Learners’ Problem Solving: Study Findings and Educator Preparation Implications. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 41:3, pages 215-228.
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Doris Luft Baker, Catherine Richards-Tutor, Anthony Sparks & Rebecca Canges. (2018) Review of Single Subject Research Examining the Effectiveness of Interventions for At-Risk English Learners. Learning Disabilities Research & Practice 33:2, pages 64-74.
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