Do Earlier Classroom Instructional Activities Matter in Overcoming Emerging Bilingual Children's Mathematical Difficulties? A Multilevel Analysis of Instructional Effects and First-Language Interactions.
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| Title: | Do Earlier Classroom Instructional Activities Matter in Overcoming Emerging Bilingual Children's Mathematical Difficulties? A Multilevel Analysis of Instructional Effects and First-Language Interactions. |
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| Authors: | Swanson, H. Lee (AUTHOR), Kong, Jennifer E. (AUTHOR) |
| Source: | Learning Disabilities Research & Practice (Sage Publications Inc.). May2026, Vol. 41 Issue 2, p104-128. 25p. |
| Subjects: | Bilingual students, Teaching methods, Native language, Multilevel models, Automaticity (Learning process), Social interaction, Mathematical ability testing |
| Abstract: | Emergent bilingual learners whose first language (L1) is Spanish and second language (L2) is English make up a large percentage of students who do not demonstrate proficiency in math. In 2024, 48% of fourth-grade students who were identified as English learners performed below basic proficiency in mathematics, compared to 21% of students who reported English as their primary language. This study investigated the relationship between instructional practices and late math difficulties (MD) in emerging bilingual children. Participants were emergent bilingual children (N = 230) clustered within 30 classrooms in Year 1, 32 classrooms in Year 2, and 26 classrooms in Year 3. Children were divided into three groups: Children with persistent MD (n = 46), children with late MD (n = 109), and average achievers (n = 75). A cross-level multilevel logistic model examined the extent to which the dosage or type of math instructional activities in Year 1 and Year 2 moderated the likelihood that average achievers and children with persistent MD varied from children with late MD at Year 3. At the student level, the likelihood of group differences in Year 3 was significantly related to earlier performance on Spanish measures of problem-solving, vocabulary, and reading comprehension. Direct instructional effects on the likelihood of later MD, independent of student characteristics, were related to the frequency of in-class activities that included guided practice and peer-to-peer interactions. Furthermore, the influence of early L1 achievement measures (i.e., problem-solving, comprehension, vocabulary) on later math achievement was moderated by guided practice, peer interactions, and fluency training. The results suggest that the frequency of instructional practices can reduce the occurrence of later MD in emerging bilingual children. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning Disabilities Research & Practice (Sage Publications Inc.) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 191950013 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Do Earlier Classroom Instructional Activities Matter in Overcoming Emerging Bilingual Children's Mathematical Difficulties? A Multilevel Analysis of Instructional Effects and First-Language Interactions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Swanson%2C+H%2E+Lee%22">Swanson, H. Lee</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kong%2C+Jennifer+E%2E%22">Kong, Jennifer E.</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Learning+Disabilities+Research+%26+Practice+%28Sage+Publications+Inc%2E%29%22">Learning Disabilities Research & Practice (Sage Publications Inc.)</searchLink>. May2026, Vol. 41 Issue 2, p104-128. 25p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Bilingual+students%22">Bilingual students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Native+language%22">Native language</searchLink><br /><searchLink fieldCode="DE" term="%22Multilevel+models%22">Multilevel models</searchLink><br /><searchLink fieldCode="DE" term="%22Automaticity+%28Learning+process%29%22">Automaticity (Learning process)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+ability+testing%22">Mathematical ability testing</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Emergent bilingual learners whose first language (L1) is Spanish and second language (L2) is English make up a large percentage of students who do not demonstrate proficiency in math. In 2024, 48% of fourth-grade students who were identified as English learners performed below basic proficiency in mathematics, compared to 21% of students who reported English as their primary language. This study investigated the relationship between instructional practices and late math difficulties (MD) in emerging bilingual children. Participants were emergent bilingual children (N = 230) clustered within 30 classrooms in Year 1, 32 classrooms in Year 2, and 26 classrooms in Year 3. Children were divided into three groups: Children with persistent MD (n = 46), children with late MD (n = 109), and average achievers (n = 75). A cross-level multilevel logistic model examined the extent to which the dosage or type of math instructional activities in Year 1 and Year 2 moderated the likelihood that average achievers and children with persistent MD varied from children with late MD at Year 3. At the student level, the likelihood of group differences in Year 3 was significantly related to earlier performance on Spanish measures of problem-solving, vocabulary, and reading comprehension. Direct instructional effects on the likelihood of later MD, independent of student characteristics, were related to the frequency of in-class activities that included guided practice and peer-to-peer interactions. Furthermore, the influence of early L1 achievement measures (i.e., problem-solving, comprehension, vocabulary) on later math achievement was moderated by guided practice, peer interactions, and fluency training. The results suggest that the frequency of instructional practices can reduce the occurrence of later MD in emerging bilingual children. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Learning Disabilities Research & Practice (Sage Publications Inc.) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/09388982261416139 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 104 Subjects: – SubjectFull: Bilingual students Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Native language Type: general – SubjectFull: Multilevel models Type: general – SubjectFull: Automaticity (Learning process) Type: general – SubjectFull: Social interaction Type: general – SubjectFull: Mathematical ability testing Type: general Titles: – TitleFull: Do Earlier Classroom Instructional Activities Matter in Overcoming Emerging Bilingual Children's Mathematical Difficulties? A Multilevel Analysis of Instructional Effects and First-Language Interactions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Swanson, H. Lee – PersonEntity: Name: NameFull: Kong, Jennifer E. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 09388982 Numbering: – Type: volume Value: 41 – Type: issue Value: 2 Titles: – TitleFull: Learning Disabilities Research & Practice (Sage Publications Inc.) Type: main |
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