How problem solving reasoning of third-grade students differs between English Language Learners and non-English Learners

This study examined the problem solving reasoning abilities of third-grade students, characterized as English Language Learners and non-English Language Learners. Data were collected under the current longitudinal study, University of Texas at Austin (UT) Word Problem Project, conducted by special education faculty at the UT. This study started in 2015 and currently is in progress through 2019. Participants were served in third-grade classrooms across the local school district. As a part of the UT Word Problem Study, students were audio recorded when administered pretest assessments as baseline for the study. The current study transcribed the audio files to determine if English Language Learners approached math problems and solved math problems differently, as compared to non-English Language Learners.