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The Effect of Non-Fiction Reading Skills and Strategies Instruction on Standardized Mathematics...
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The Effect of Non-Fiction Reading Skills and Strategies Instruction on Standardized Mathematics Test Results
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Description
Identifier
Thesis
1744
Author
Stober, Diane
Title
The
Effect
of
Non-Fiction
Reading
Skills
and
Strategies
Instruction
on
Standardized
Mathematics
Test
Results
Publisher
Central Connecticut State University
Date of Publication
2003
Resource Type
Master's Thesis
Abstract
A
major
focus
of
many
school
districts
in
Connecticut
is
their
students
'
results
on the
Connecticut
Mastery
Tests
("CMT")
. As a
result
,
many
curricula
include
a
review
of
concepts
included
in the
test
in
advance
of the
test
administration
.
However
,
could
it
be that a
review
of
mathematics
concepts
alone
is
not
sufficient
to
significantly
improve
student
results
on the
mathematics
portion
of the
CMT
?
Perhaps
students
would
benefit
from
reading
instruction
to
improve
their
results
on the
mathematics
portion
of the
test
.
Furthermore
,
reading
instruction
may
improve
students
'
overall
performance
in
mathematics
and
result
in
more
students
enjoying
mathematics
. This
study
tested
the
hypothesis
that
providing
students
with
non-fiction
reading
skills
and
strategies
will
improve
their
results
on
certain
sections
of the
State
developed
Practice
Connecticut
Mastery
Test
in
mathematics
. A
total
of
thirty-six
students
were
randomly
assigned
to this
study
. This
study
consisted
of
two
groups
of
students
: a
control
group
of
20
students
and an
experimental
group
of
16
students
.
Both
groups
were
provided
with the
same
mathematics
instruction
that
primarily
consisted
of a
review
of the
concepts
on the
upcoming
6th
grade
mathematics
CMT
. The
experimental
group
was
provided
reading
instruction
to
improve
non-fiction
reading
skills
and
strategies
during
the
four-week
period
of this
study
. The
primary
measurement
tool
used
to
test
the
hypothesis
was the
comparison
of
students
'
results
on a
pre-test
and a
post-test
.
Both
of these
tests
are
practice
mathematics
CMTs
for
6th
grade
. In
fact
, the
pre-test
was
used
as a
major
component
of the
mathematics
curriculum
during
the
four-week
study
period
.
Results
from this
four-week
study
indicate
that the
experimental
group
did
not
benefit
significantly
from the
non-fiction
reading
instruction
.
However
, this
study
provides
a
basis
for
future
studies
on this
subject
.
Perhaps
a
four-week
period
is
not
enough
time
to
thoroughly
address
non-fiction
reading
skills
and
strategies
for
students
to
internalize
and
utilize
their
learning
.
Future
studies
could
include
a
more
extended
time
frame
for
non-fiction
reading
instruction
.
Interestingly
,
both
groups
did
benefit
from the
mathematics
instruction
during
the
four-week
study
period
.
Subject
Mathematics -- Study and teaching
Mathematics and literature
Department
Department of Mathematical Sciences
Advisor
Halloran, Philip P
Type
Text
Digital Format
application/pdf
Language
eng
OCLC number
713734326
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