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Due to the complex nature of language involved in math word problems, this research strives to improve student ability in comprehending and solving such problems. The study explores the effectiveness of teaching students to use Spanos' Word Problem Procedure (WPP), including the scaffolding the teaching of students to write their own word problems as a method to help students comprehend and solve math word problems with more accuracy. The study was influenced by the work of Barwell, Spanos and Winograd. Six fourth-grade ELL participants were studied. Students took a pre- and post-test to determine improvement in solving word problems and participated in a think-aloud protocol to evaluate verbalization of student thinking while solving problems. A teacher journal provided additional insights during the ten-week period of instruction. Findings of this study indicate that using a WPP was beneficial as a way to improve comprehension and accuracy in solving math word problems.