Understanding the Role of Working Memory and Phonological Memory in Mathematics and Response to Intervention for Emergent Bilingual Kindergartners

Authors

  • Madison A. Cook Orcid
    Center on Teaching and Learning, University of Oregon, Eugene, OR, USA
  • Keith Smolkowski Orcid
    Oregon Research Institute, Springfield, OR, USA
  • Lina Shanley Orcid
    Center on Teaching and Learning, University of Oregon, Eugene, OR, USA
  • Joanna Hermida Orcid
    Center on Teaching and Learning, University of Oregon, Eugene, OR, USA
  • Sylvia Linan-Thompson Orcid
    Department of Special Education and Clinical Sciences, University of Oregon, Eugene, OR, USA
  • Christian T. Doabler Orcid
    Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, USA
  • Ben Clarke Orcid
    Center on Teaching and Learning, University of Oregon, Eugene, OR, USA

Abstract

This study explores how kindergarten students from a multilingual sample (n = 131) representing 23 different languages differ in response to intervention, based on their skill in mathematics and domain general cognitive skills. Analyses for this study indicate significant correlations between initial math skill, phonological memory, working memory, and language proficiency. There was no statistically significant relationship demonstrated between gains in mathematics and phonological memory, working memory, and language proficiency. No moderation effect was found between domain general skills and response to math intervention. Implications of this work will inform development and delivery of math interventions for multilingual students in kindergarten.