Abstract
As students enter the upper elementary grades, word problems become a main component of mathematics instruction, increasing in complexity as students advance through the curriculum. For students identified as emergent bilinguals with mathematics difficulty (MD), the linguistic complexity inherent in word problems may serve as a barrier to word–problem proficiency. The current study investigated the potential relation between academic English proficiency and word–problem outcomes for emergent bilinguals with MD. After analyzing data from 241 third–grade students, results indicated students who participated in an evidence–based word–problem intervention outperformed students who did not receive the intervention. Moreover, students’ academic English–language proficiency scores in the domains of reading and writing positively correlated with higher scores on a measure of word–problem solving.
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