Using TouchMath to increase math skills of young English language learners with mild to moderate disabilities

This study examined the effectiveness of TouchMath as a mathematics instructional strategy for English language learning kindergarten students with mild to moderate disabilities to learn basic math skills. The basic math skills examined in this study were oral counting, number identification, missing number, quantity discrimination, addition, subtraction. A multiple baseline across participants design was used to evaluate the use of daily TouchMath lessons with five students who are English language learners and have been identified with mild to moderate disabilities. Curriculum based measurement probes were used to measure the effectiveness of TouchMath instruction. All participants increased their number of correct responses in basic numeracy skills