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Students were grouped into four categories using screening data based on equation solving and word-problem performance: no mathematics difficulty, equation difficulty, word-problem difficulty, or both. Comparisons within categories assessed performance by English-learner status. Results show English learners scoring lower than non-English learners across all groups, and students with both equation and word-problem difficulty performing worse than those with a single difficulty type.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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findings indicate limited mathematics vocabulary knowledge for English learners and students with mathematics difficulty, supporting the need for focused instruction on the language of mathematics.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},426335,1791273051,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Non-English Learners With and Without Mathematics Difficulty Sarah R. Powell, Katherine A. Berry, and Le M. Tran The University of Texas at Austin  \nCitation:  \nPowell, S. R., Berry, K. A., & Tran, L. M. (2020) . Performance differences on a measure of mathematics vocabulary for English Learners and non-English Learners with and without mathematics difficulty. Reading and Writing Quarterly: Overcoming Learning  \nDifficulties, 36(2), 124–141. [https://doi.org/10.1080/10573569.2019.1677538](https://doi.org/10.1080/10573569.2019.1677538)  \nAuthor Note  \nSarah R. Powell, Department of Special Education, The University of Texas at Austin; Katherine A. Berry, Department of Special Education, The University of Texas at Austin; Marcia A. Barnes, Department of Special Education, Vanderbilt University.  \nThis research was supported in part by Grant R324A150078 from the Institute of Education Sciences in the U.S. Department of Education to the University of Texas at Austin. The content is solely the responsibility of the authors and does not necessarily represent the official views of the U.S. Department of Education.  \nCorrespondence concerning this article should be addressed to Sarah R. Powell, 1 University Station D5300, Austin, TX 78712. E-mail: [srpowell@austin.utexas.edu](srpowell@austin.utexas.edu)  \nMATHEMATICS VOCABULARY 2  \nAbstract  \nThe purpose of this study was to measure the mathematics-vocabulary performance of 3rd graders to determine if performance differences existed among English learners (ELs) and nonELs with and without mathematics difficulty (MD) . Using screening data from a large-scale intervention study, we categorized students into four groups based on equation solving and wordproblem performance: no MD, equation difficulty, word-problem difficulty, or equation and word-problem difficulty. Within these four categories, we compared student performance between ELs and non-ELs. Results showed ELs scored lower than non-ELs across all groups. Both ELs and non-ELs with equation and word-problem difficulty demonstrated lower performance on the mathematics vocabulary measure than students with only equation difficulty or word-problem difficulty. Findings indicated ELs and students with MD have limited mathematics vocabulary knowledge and may require focused instruction on the language of mathematics.  \nKeywords: English learners; learning difficulties; mathematics; vocabulary; word problems  \nMATHEMATICS VOCABULARY 3  \nPerformance Differences on Mathematics Vocabulary  \nfor English Learners and Non-English Learners With and Without Mathematics Difficulty  \nDeveloping mathematics vocabulary competency is an essential skill beginning in the early elementary grades as students are required to speak, listen to, and read mathematics vocabulary presented within text. Therefore, understanding and communicating effectively in mathematics requires a comprehensive knowledge of mathematics vocabulary. English Learners (ELs) and students with mathematics difficulty (MD) represent two subgroups of students who struggle to acquire skill with the language of mathematics (Forsyth & Powell, 2017; Orosco, 2014) . The purpose of this study was to investigate the mathematics-vocabulary performance of third-grade students, ELs and non-ELs with and without MD, to determine if mathematicsvocabulary knowledge differed among these student groups.  \nThis introduction includes a description of the language of mathematics and explores why mathematics vocabulary proves especially difficult for students. First, we discuss ELs and their mathematics performance. Then, we present an explanation of different types of MD and typical performance for students with MD. Within the descriptions of both populations, we highlight specific challenges related to mathematics vocabulary. Finally, we identify ELs with MD as atrisk due to challenges in ","cbCailbaxYeolvKK","https://ap.wps.com/l/cbCailbaxYeolvKK","pdf",421100,39,"English","# Abstract\n# Performance Differences on Mathematics Vocabulary\n## Language of Mathematics\n## ELs and Mathematics Performance","[{\"question\":\"How were students grouped in this study?\",\"answer\":\"Students were categorized into four groups using screening data based on equation solving and word-problem performance: no mathematics difficulty, equation difficulty, word-problem difficulty, or both.\"},{\"question\":\"What were the main performance findings for English learners versus non-English learners?\",\"answer\":\"English learners scored lower than non-English learners across all four groups.\"},{\"question\":\"What does the study suggest about mathematics-vocabulary instruction?\",\"answer\":\"The findings indicate limited mathematics vocabulary knowledge for English learners and students with mathematics difficulty, supporting the need for focused instruction on the language of mathematics.\"}]","Performance Differences on a Measure of Mathematics Vocabulary for English Learners and Non-English Learners With and Without Mathematics Difficulty - Abstract and Study Focus | PDF",1790640241,98]