New research from the University of Kansas has shown that an intervention based on the science of reading and math can significantly help English learners in boosting their comprehension and math performance. The study, conducted with 66 third-grade English language learners who were struggling with math, involved a 10-week intervention program that focused on cognitive concepts related to reading and math. This intervention, which included comprehension strategy instruction in both reading and math, led to improvements in students’ ability to solve math problems, make connections, and synthesize information.
The intervention was found to be more effective than general instruction, indicating the importance of emphasizing cognitive concepts in reading and math to help students improve. Key components of the intervention included number sense, decoding, language comprehension, and working memory. By utilizing direct and explicit teaching methods, students were able to better connect these skills and effectively solve math problems. The integrated approach ensured that students were equipped with the necessary tools to navigate both the linguistic and numerical demands of word problems.
The research, co-written by Michael Orosco and Deborah Reed, was published in the journal Learning Disabilities Research and Practice. The intervention was developed over a span of 20 years based on cognitive and culturally responsive research. It focused on incorporating comprehension strategy instruction in both reading and math, as well as on decoding, phonological awareness, vocabulary development, inferential thinking, contextualized learning, and numeracy. This evidence-based practice has been proven to be effective for English learners.
The study involved trained tutors delivering the intervention, which included using culturally familiar terms to help students better understand word problems. The approach aimed at helping students learn and understand mathematical concepts while being culturally responsive. By integrating the science of reading and math through language concepts and differentiated instruction, students were able to improve their problem-solving abilities and their comprehension of word problems.
The study found that the intervention was effective in improving students’ problem-solving abilities, despite covariates such as basic calculation skills, fluid intelligence, and reading comprehension scores. The researchers emphasized the importance of professional development for teachers to gain the necessary skills to deliver this type of intervention. Additionally, helping students at the elementary level is crucial to ensure success in higher-level math classes like algebra.
The research conducted by Orosco and colleagues builds on their previous work in understanding and improving math instruction for English learners. Future studies will continue to explore the role of cognitive functions such as working memory and brain science, as well as the potential integration of artificial intelligence in teaching math. By focusing on comprehension strategy instruction and providing collaborative support, students can improve their solution accuracy and integrate their reading, language, and math cognition. This evidence-based framework is essential for helping English learners succeed in math and other subjects.
