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Online Submission, Paper presented at the Annual Meeting of the Chinese American Educational Research & Development Association (Philadelphia, PA, Apr 2-3, 2014)

Teaching English Language Learners (ELL) academics while they are acquiring English language skills is a challenge for teachers. This action research examines the use of Response To Intervention (RTI) in teaching ELLs mathematical language and its effect on students' math achievement in primary grades. It shows that when mathematical language is explicitly taught, ELLs improve mathematical understanding significantly.

Descriptors: English Language Learners, Second Language Learning, Action Research, Response to Intervention, Mathematics Instruction, Vocabulary, Mathematics Achievement, Elementary School Students, Second Language Instruction, Instructional Effectiveness, Visual Stimuli, Teaching Methods, Oral Language, Written Language, Grade 2, Scores, Pretests Posttests, Mathematics Tests, Comparative Analysis





Autor: Sistla, Michelle; Feng, Jay

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1507&id=ED545653







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