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dc.contributor.authorOrosco, Michael J.
dc.contributor.authorAbdulrahim, Naheed A.
dc.date.accessioned2019-06-20T03:06:36Z
dc.date.available2019-06-20T03:06:36Z
dc.date.issued2018-05-07
dc.identifier.citationOrosco, M. J., & Abdulrahim, N. A. (2018). Examining comprehension strategy instruction with English learners' problem solving: study findings and educator preparation implications. Teacher Education and Special Education, 41(3), 215-228en_US
dc.identifier.urihttp://hdl.handle.net/1808/29353
dc.description.abstractEducator preparation in comprehension strategy instruction (CSI) is essential to meeting the needs of English learners (ELs) in contemporary schools. This article provides teacher educators and professional developers with concrete examples of practices to prepare classroom teachers in comprehensive strategy instruction, based on an experimental study that examined the effect (.37) of CSI on third-grade students’ (n = 78) word-problem-solving (WPS) performance. CSI included problem-solving strategies that (a) helped students to understand the relevant and irrelevant information in a word problem’s question; (b) helped students to restate the problem orally, which allowed them to understand, to construct meaning, and to clarify any misunderstanding about the question; and (c) provided instructional feedback with student collaboration for problem solving and solution. Findings indicate that a focus on CSI may help facilitate WPS skills developing for ELs at risk of mathematics-learning difficulties (MLD). Educator preparation recommendations are embedded throughout with implications for future research and practice also discussed.en_US
dc.publisherSageen_US
dc.rightsCopyright 2018, Sage Publicationsen_US
dc.subjectComprehension strategy instruction,en_US
dc.subjectEnglish learnersen_US
dc.subjectMathematics educationen_US
dc.subjectProblem solvingen_US
dc.subjectMathematics learning disabilityen_US
dc.subjectTeacher professional development and preparationen_US
dc.titleExamining comprehension strategy instruction with English learners' problem solving: study findings and educator preparation implicationsen_US
dc.typeArticleen_US
kusw.kuauthorOrosco, Michael J.
kusw.kudepartmentSpecial Educationen_US
kusw.oanotesPer SHERPA/RoMEO,2019/06/19: Author's Pre-print: green tick author can archive pre-print (ie pre-refereeing) Author's Post-print: green tick author can archive post-print (ie final draft post-refereeing) Publisher's Version/PDF: cross author cannot archive publisher's version/PDF General Conditions:

Authors retain copyright Pre-print on any website Author's post-print on author's personal website, departmental website, institutional website or institutional repository On other repositories including PubMed Central after 12 months embargo Publisher copyright and source must be acknowledged Publisher's version/PDF cannot be used Post-print version with changes from referees comments can be used "as published" final version with layout and copy-editing changes cannot be archived but can be used on secure institutional intranet Must link to publisher version with DOI
en_US
dc.identifier.doi10.1177/0888406418770787en_US
kusw.oaversionScholarly/refereed, author accepted manuscripten_US
kusw.oapolicyThis item meets KU Open Access policy criteria.en_US
dc.rights.accessrightsopenAccessen_US


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