Multicomponent Intervention to Enhance Word Problem-Solving in Chinese Americans with Math Difficulties

Word problems solving has long been emphasized throughout the school curriculum and is a primary focus of standardized high stakes testing. Given the increasing diversity across classrooms in the United States, there is a growing need to implement culturally responsive mathematical interventions for individuals with or at risk for mathematics disabilities. The purpose of this study was to examine the effectiveness of a telehealth-delivered multicomponent intervention package on the mathematical word problem-solving performance of Chinese American English learners (ELs) at risk for mathematics disabilities in home settings. The study utilized a multiple probe across participants design to evaluate the efficacy of the telehealth-delivered multicomponent intervention package. The results demonstrated that the multicomponent intervention, delivered through synchronous instruction, effectively promoted participants’ word problem-solving performance. The findings of this study provided several implications for practice for utilizing the multicomponent intervention package to teach word problems to ELs with mathematics difficulties, and recommendations for future researchers are discussed.