Using Explicit C-R-A Instruction to Teach Fraction Word Problem Solving to Low-Performing Asian English Learners

This article investigates the effects of fraction word problem-solving instruction involving explicit teaching of the concrete–representational–abstract sequence with culturally relevant teaching examples for 3 low-performing Asian immigrant English learners who spoke a language other than English at home. We used a multiple probe design across participants. We established a functional relation in the teaching of 1 type of fraction word problem between the intervention and participants’ ability to successfully solve word problems. We then replicated the functional relation in the teaching of a 2nd type of fraction word problem. All participants reached grade-level mastery on both types of word problems, maintained skills after the intervention ended, and were able to solve near transfer problems. We discuss the findings and their implications for research and classroom practice.