Math Motivation, Working Memory, and Reading Comprehension in Monolingual and English Language Learner Children With Math Difficulties

• In Event: Poster Session 13
  In Poster Session: Special Education and Math Interventions

Abstract

This study explored whether motivation moderated the effects of working memory (WM) in predictions of math achievement in English Language Learners (ELL). A total of 158 third grade students (78 Hispanic ELLs and 80 monolingual children) were assessed on measure of math motivation, WM, reading comprehension, and math problem solving accuracy. As expected, ELL children performed poorly relative to monolingual children on measures of motivation, WM, reading comprehension, and word problem solving accuracy. However, the mediating effects of motivation in prediction of math problem solving were nonsignificant when measures of WM and reading comprehension were entered in the regression model. Theoretical and practical implications of these results, as well as directions for future research, are discussed.

Authors

• Jennifer Kong, University of California - Riverside

• Michael John Orosco, University of Kansas

• H. Lee Swanson, University of California - Riverside