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 relevant information (Relevant), and paraphrase all propositions (Complete). Results showed that the relevant treatment condition improved WPS accuracy for monolingual and ELL children's accuracy relative to the control and restate condition. There were, however, no positive advantages on the transfer measures (knowledge of problem‐solving components, calculation) for ELL children with MD. In addition, the magnitude of posttest outcomes on the problem‐solving measures was substantially smaller for ELL children with MD than for children without MD. Although the results overall support the notion that generative learning improves problem‐solving accuracy, ELL children without MD are most likely to benefit from its application.

中文翻译：

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解释干预措施和解决问题的准确性：生成式程序是否可以帮助英语学习者解决数学难题？

这项随机对照治疗研究调查了措辞解释干预对面临数学困难（MD）风险的英语学习者（ELL）的单词问题解决（WPS）准确性的作用。一百四十二名三年级单语和英语学习者被随机分配到未治疗的对照组或以下三种治疗条件之一：复述问题（重述），复述相关信息（相关）和复述所有命题​​（完成） 。结果表明，相关治疗条件改善了单语和ELL儿童相对于对照和重述条件的WPS准确性。但是，对于患有MD的ELL儿童，转移措施（解决问题的知识，计算）没有积极的优势。此外，患有MD的ELL儿童比没有MD的儿童在解决问题措施上的测试后结果幅度要小得多。尽管结果总体上支持生成学习提高了解决问题的准确性的观点，但是没有MD的ELL儿童最有可能从其应用中受益。