Summary: A new 10-week intervention has been shown to significantly improve math performance for third-grade English learners who struggle with word problems. Grounded in research from the science of reading and math, the program delivered two 30-minute sessions per week and produced measurable gains in comprehension, visualization, and problem-solving compared with general classroom instruction.
The study demonstrates that combining direct, explicit instruction with culturally responsive practices helps students bridge linguistic and numerical demands inherent in word problems. By integrating decoding, vocabulary, number sense, and contextualized examples from students’ own lives, the intervention supports both conceptual understanding and application.
Key Facts:
- Integrated instructional approach: The intervention blends reading and math comprehension strategies—such as decoding, phonological awareness, vocabulary development, and numeracy—so students can translate language into mathematical equations and reason through solutions.
- Culturally responsive teaching: Lessons use culturally familiar contexts and language (for example, using “quesadilla” in a word problem) to increase relevance and comprehension for diverse learners.
- Proven effectiveness: Compared with peers who received only general instruction, students who participated in the supplemental intervention showed significant improvements in solving word problems, suggesting this is a promising evidence-based practice for English learners.
Source: University of Kansas
New findings from the University of Kansas indicate that a targeted intervention informed by the science of reading and the science of math can help English learners better understand, visualize, and solve word problems.
Researchers tested the intervention with 66 third-grade English learners identified with math learning difficulties. Over the course of 10 weeks, trained tutors delivered 30-minute scripted sessions twice a week. Students who received this focused instruction outperformed a control group that continued with general classroom instruction.
According to the research team, emphasizing cognitive components from both reading and math is essential. Word problem solving relies on number sense, decoding, language comprehension, and working memory. Explicit modeling and guided practice help students connect these elements and apply them successfully to mathematical tasks.
“Word problem solving is influenced by both the science of reading and the science of math. Key components include number sense, decoding, language comprehension, and working memory,” said Michael Orosco, professor of educational psychology at KU and lead author of the study. “Direct and explicit teaching techniques enable students to connect these skills and tackle the linguistic and numerical demands of word problems.”
The intervention taught comprehension strategies for reading and math while building phonological awareness, vocabulary, inferential thinking, contextualized learning, and numeracy. Lessons were scripted and tutors checked understanding through oral questioning and immediate feedback.
Researchers designed the program using 20 years of cognitive and culturally responsive scholarship. One sample lesson used a relatable context: a tutor presented a problem about a quesadilla, invited students to recall a class activity where they made quesadillas, drew a circle divided into four portions, and used that visual to explain fractions, numerator, denominator, and subtraction to find what remained. Students practiced vocabulary in sentences and worked collaboratively, reinforcing math concepts in a culturally meaningful way.
Orosco emphasized that language choices matter: substituting a generic term like “pastry” for a culturally specific item such as “quesadilla” can alter comprehension and make it harder for some students to form an accurate mental model of the problem. Ensuring contexts are familiar helps students grasp the scenario and proceed to correct problem solving.
The study’s results held even after accounting for covariates such as basic calculation skill, fluid intelligence, and reading comprehension. This suggests the intervention supports problem-solving development across a range of student abilities, though the authors note further testing is needed when lessons are delivered by classroom teachers rather than trained tutors.
The research team recommends professional development to enable teachers to implement these strategies and calls for teacher preparation programs to include training in integrated, culturally responsive instruction. Early intervention at the elementary level is particularly important to prepare students for higher-level math courses such as algebra.
Future research will explore how cognitive functions like working memory and brain science relate to intervention outcomes and will consider how artificial intelligence might support teaching and individualized practice in math.
“Comprehension strategy instruction helps students make connections, ask questions, visualize, synthesize, and monitor their thinking about word problems,” Orosco and coauthor Deborah Reed wrote. “Focusing on relevant language and providing collaborative support significantly improved students’ solution accuracy and helped link reading, language, and math cognition for English learners.”
About this education and learning research news
Author: Mike Krings
Source: University of Kansas
Contact: Mike Krings – University of Kansas
Image: Image credit: Neuroscience News
Original Research: Open access. “Supplemental intervention for third-grade English learners with significant problem-solving challenges” by Michael Orosco et al., published in Learning Disabilities Research and Practice.
Abstract
Supplemental intervention for third-grade English learners with significant problem-solving challenges
This study evaluated the impact of comprehension strategy instruction on third-grade English learners’ performance solving word problems. The supplemental intervention taught students to read a problem to identify and restate the question, distinguish relevant from irrelevant information, and collaborate with peers to apply systematic problem-solving steps.
Sixty-six students with math learning difficulties participated in 20 scripted sessions (30 minutes each, twice weekly) over 10 weeks. Trained tutors delivered lessons, probed students’ understanding orally, and provided corrective feedback. A comparison group of 73 students received only general instruction.
Multilevel regression analysis found a significant effect favoring the treatment group, suggesting the approach can support the development of word-problem-solving skills among students with math learning difficulties. The study discusses implications for future research and classroom practice, including the need to evaluate implementation by regular classroom teachers and to scale professional development for widespread use.