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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The Effect of Non-Fiction Reading Skills and Strategies Instruction on Standardized Mathematics Test Results

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