The Mathematical Performance of At-Risk First Graders as a Function of Limited English Proficiency Status.

Abstract

The purpose of this study was to explore interactions between limited English proficiency (LEP) status, as a function of risk status (low math performance at the start of the school year), on computation and word-problem solving performance. Among 260 1st-grade students, classified as at-risk (AR) or not at-risk (NAR) for math disability, we compared the performance of LEP students to native English-speaking peers. A series of 2-way ANOVAs were conducted on computation and word-problem solving skill at 2 time points, fall and spring of 1st-grade. On fall computation measures, there was no main effect for LEP status and no interaction between LEP and risk status. On spring computation, a main effect for LEP status had emerged, but again no interaction. By contrast, on fall word-problem solving, there was an interaction between LEP and risk status; however, this interaction was no longer significant by spring. Results suggest that language proficiency is an important factor in the development of computation and word-problem solving skill. Implications for future research are discussed.