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

本实证研究的目的有两个：(a) 调查讲西班牙语的双语学习者 (DLLs, N = 223) 的西班牙语理解能力、西班牙语计算能力、英语语言理解能力和英语计算之间的关系(b) 探索教师 (N = 20) 的教学活动与 DLL 的计算性能之间的关系。出现了三个重要的发现。首先，存在显着关系：（a）DLL 的西班牙语词汇知识与西班牙语阅读理解之间（β  = 0.59，P < 0.05，R ²  = 0.37）；(b) DLL 的西班牙语阅读理解和西班牙语计算性能之间 ( β  = 0.17, P< 0.05，R ²  = 0.12)。其次，西班牙语和英语的计算性能出现了显着的跨语言关系（β  = 0.41，P < 0.05，R ² = 0.29)。最后，教师的显性教学和指导性实践显着预测了DLLs的西班牙语计算能力，但只有教师的显性教学显着调节了DLLs的西班牙语计算能力对其英语计算能力的影响。这些发现支持以下观点： (a) DLL 的西班牙语理解能力可以预测他们的西班牙语计算性能，进而影响他们的英语计算性能；(b) 教师的明确教学和指导性实践直接提高了 DLL 的西班牙语计算能力，进而影响他们的英语计算能力。