Culturally and Linguistically Responsive Mathematics Instruction for English Learners in Multitiered Support Systems: PLUSS Enhancements

Abstract

This study examined the impact of linguistic and cultural enhancements to evidence-based mathematics instruction within a multitiered support system for English learners. The study employed a single subject changing criterion design for four fourth-grade students who were English learners with or at risk of a learning disability diagnosis in mathematics. Dual dependent variables were mathematics vocabulary acquisition and application in story problems. Student performance on identifying the correct mathematics vocabulary words when given the definition was measured across baseline and four phases of intervention. Students were also assessed on their ability to complete story problems that contained the target vocabulary. At each phase of the intervention, students showed an increase in performance on both vocabulary words correctly identified and story problems correctly completed. Implications for practice and future directions for research are discussed.

Language‐Focused Interventions on Math Performance for English Learners: A Selective Meta‐Analysis of the Literature

“…The conversion of the mean Phi to Cohen's d was 1.75, yielding a large effect size. As shown in Table 6, the largest mean effect sizes emerged for the 4th‐grade samples (Kim et al, 2015; Sanford et al., 2019) when compared to the other studies that included participants in the younger grades. The mean Phi coefficients for studies utilizing multiple baselines were .60 ( k = 20, SE = 0.09, 95% CI = 0.42 to 0.77) and .72 ( k = 20, SE = 0.08, 95% CI = 0.54 to 0.89) for studies using criterion changing designs.…”

“…Participants in these studies ranged in ages between 7.6 and 10.6. One study included 2nd‐grade students (Orosco et al., 2013), three studies included 3rd‐grade students (Kingsdorf & Krawec, 2016; Orosco, 2014a; Orosco, 2014b), and two studies included 4th‐grade students (Kim et al, 2015; Sanford et al., 2019).…”

“…These interventions focused on “dynamic math” interventions in English (mean Phi = .39, k = 12, SE = 0.10) and Spanish (mean Phi = .33, k = 6, SE = 0.10). The intervention that had the highest effect size followed the PLUSS framework (Sanford et al., 2019), and yielded high ESs of math vocabulary accuracy and story problem applications. A measure of paraphrasing also led to high ES (Kingsdorf & Krawec, 2016).…”

“…The lowest Phi coefficients occurred on the dependent measures of word problem solving and interventions that focused on dynamic math interventions in English (mean Phi = .39, k = 12, SE = 0.10) and Spanish (mean Phi = .33, k = 6, SE = 0.10). The intervention that had the highest effect size followed the PLUSS framework (Sanford et al., 2019), and had dependent variables yielding high ESs of math vocabulary accuracy and story problem applications. Interestingly, this study is built around culturally and linguistically responsive instruction to math, and is the study in which dependent measures (i.e., math vocabulary accuracy and story problem application of that vocabulary) directly reflect how the language of math was taught and tested in this intervention.…”

A synthesis of mathematical word problem‐solving instructions for English learners with learning disabilities in mathematics

“…The study found evidence supporting the effectiveness of the paraphrasing intervention, with a moderate effect size (Tau-U = 0.53). Sanford et al (2020) utilised the PLUSS framework to integrate mathematics instruction with cultural and linguistic supplements to cater to the unique linguistic needs of ELs. The PLUSS framework comprised of four key components: (a) 'pre-teaching critical vocabulary and priming background knowledge', which focused on the Go Math!…”