The role of language comprehension skills and instructional practices in cross-language influence of Spanish-speaking dual language learners’ calculation skills

The purpose of this empirical study was 2-fold: (a) to investigate the relationships between Spanish-speaking dual language learners’ (DLLs, N = 223) Spanish comprehension skills, calculation performance, English and performance; (b) explore relationship teachers’ (N 20) instructional activities DLLs’ performance. Three important findings emerged. First, significant occurred: vocabulary knowledge reading (β 0.59, p < 0.05, R2 0.37); performance 0.17, 0.12). Second, a cross-linguistic in emerged 0.41, 0.29). Finally, explicit teaching guided practice significantly predicted but only moderated impact on their These support notion that: skills predict which subsequently impacts directly enhance turn later influences