Date of Award

Summer 8-2-2019

Document Type

Thesis (699 registration)

Degree Name

Master of Arts in Teaching English as a Second Language

Department

Graduate Studies

Committee Chair

Dr. Linda Houts-Smith

Keywords

AVMR, remedial math, English learners, structuring numbers

Abstract

Add+Vantage Math Recovery (AVMR) is an intensive remedial math program that involves diagnostic assessments and learning trajectories that help teachers identify and work with students who have been identified as having significant difficulties and specific learning gaps in early number learning. When analyzing the AVMR data to see if students can structure numbers as expected for their grade levels in the school district where this study takes place, teachers in the district noted that those who struggle the most are English learners (ELs) and students receiving special education services. While students receiving special education services will continue to experience specialized instruction for their individual learning needs, after one year of AVMR instruction, ELs are expected to advance at the same rate as an average-performing native speaker of English (NSE). The goal of this study was to test that assumption. The study sought to identify a trend at which ELs advance through the levels of structuring numbers in the AVMR intervention program and compare that trend to the trend for native speakers of English in the same grades. The participants of this study were selected based on the amount of continual AVMR structuring instruction they received during grades 2-5. Four years of existing data from AVMR assessments scores for the same group of students who did not receive special education services from a school district in the Midwest region of the United States were analyzed with MANOVA, ANOVA, and descriptive statistics. The results revealed that ELs follow a significantly different trend from their native speaker peers.

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