Adapting Evidence-Based Practices to Meet the Needs of English Learners With Mathematics Difficulties

A new line of experimental research is beginning to shed light on the beneficial impact of systematic and explicit mathematics instruction on the mathematics achievement of English learners (ELs) with mathematics difficulties (Orosco, 2014; Orosco, Swanson, O’Connor, & Lussier, 2011; Doabler et al., in press). Drawing on the findings of this recent research and the larger knowledge base of effective mathematics instruction for struggling learners (Gersten et al., 2009), this paper details the adaptations of six evidence-based practices for meeting the instructionally and linguistically diverse needs of ELs who are risk for mathematics failure. Specific examples are provided to help special educators visualize how to appropriately incorporate these practices into their daily instructional routines.