ERIC Number: ED315306
Record Type: RIE
Publication Date: 1989
Reference Count: N/A
The Effects of Two Reading Methods in a Content Area upon Ninth-Grade, First-Year Algebra Students' Problem-Solving Performance of Algebra Word Problems and Reading Achievement.
Pippen, Judy F.; Carr, Dan B.
Three concerns investigated were: (1) the effect of two methods of teaching reading comprehension skills in a content area upon students' problem-solving performance on first-year algebra word problems; (2) the effects of three achievement levels of each assigned factor--reading comprehension, computational mathematics, and mathematical reasoning--upon students' problem-solving performance; and (3) overall mean gain scores in reading comprehension achievement by two treatment groups. Scores from 115 students who took the Algebra I Word Problem Test were analyzed. Overall mean gain scores from pretest, and posttest administration of the California Achievement Test: Reading Comprehension Subtest were analyzed. Results indicated that students using the Reading Guide Method outperformed students using the Directed Reading Method in problem solving performance. The problem solving performance of students in the above-average achievement level for mathematical reasoning was significantly greater than those in the below-average level. For above-average and average students in reading comprehension the Reading Guide Method was more effective; for below-average, the Directed Reading Method was more effective. (Author/YP)
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers; Policymakers
Authoring Institution: N/A