Paraphrasing Interventions and Problem‐Solving Accuracy: Do Generative Procedures Help English Language Learners with Math Difficulties?

This randomized control treatment study investigated the role of generative paraphrasing interventions on word problem‐solving (WPS) accuracy in English language learners (ELL) who were at risk for math difficulties (MD). One hundred and forty‐two third‐grade monolingual and English language learners were randomly assigned to either an untreated control group or one of three treatment conditions: paraphrase question ( Restate ), paraphrase...