Word-Problem-Solving Strategy for Minority Students at Risk for Math Difficulties

Minority students at risk for math difficulties (MD) struggle with word problems for various reasons beyond procedural or calculation challenges. As a result, these students require support in reading and language development in addition to math. The purpose of this study was to assess the effectiveness of a math comprehension strategy based on a dynamic assessment (DA) framework, which provided scaffolding support based on the student's reading and language levels. A multiple baseline design was used to assess eight third-grade minority students at risk for MD. As compared with the baseline phase, the strategy increased problem-solving ability for all participants. All students maintained performance levels during follow-up sessions. Results suggest that the intervention facilitated word-problem-solving performance.