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In investigating this instruction with Hispanic ELs with MLD, this study focused on how professional development supported one special educator\u2019s implementation of effective practices for both academic language and problem-solving instruction. The professional development prepared the teacher for instructional and cooperative learning phases that faded prompting as students achieved independence in applying the problem-solving strategy. A multiple-baseline design was used to assess nine third-grade Hispanic ELs with MLD. As compared with the baseline phase, instructional scaffolding increased word problem solving for all the participants. All students\u2019 level of probe performance was maintained during follow-up sessions. 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