Jones, Leila2020-02-262020-02-262019-12https://hdl.handle.net/11299/211768University of Minnesota Ph.D. dissertation. December 2019. Major: Educational Psychology. Advisors: Robin Codding, Amanda Sullivan. 1 computer file (PDF); vi, 128 pages.Schema-based instruction is recognized as an effective practice to teach children word problem solving skills. The purpose of this study was to evaluate the effectiveness of a culturally and linguistically responsive adaptation to schema-based instruction with a sample of Spanish-speaking English learners. A multiple probe design across participants was used to evaluate the efficacy of the culturally and linguistically responsive schema-based instruction on word problem solving performance. Maintenance of intervention effects was assessed six weeks following intervention implementation. Student perceptions of the culturally and linguistically responsive schema-based intervention were also measured. Results indicate that the intervention was successful at improving and maintaining word problem solving performance with this sample. The students reported an overall positive attitude toward the intervention, providing evidence that they understood, enjoyed, and felt they benefited from the intervention.enEnglish learnersInterventionMathematicsschema-based instructionThesis or Dissertation