The Effects of Reading Ability on Mathematics Achievement
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2010-05
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Masters of Education
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Abstract
The purpose of this study was to explore the possibility that reading ability, specifically math
reading ability, affects mathematics achievement among elementary school students, specifically
fourth graders, with varying levels of reading achievement. The experimental group consisted of
one classroom differentiated into three small groups of students leveled by reading ability. The
intervention used was the Thinking Maps flow map approach to problem solving. The
measurement tool used was the Anne Arundel County Public School topic tests and benchmark
assessments. This study involved the use of a pretest/posttest design to compare data from before
the implementation of the intervention (September - February, 2009) to data from after the
intervention was complete (March 26, 2010). Achievement gains were noteworthy, though there
was no statistical significance found. In addition, results could be attributable to a number of
intervening factors. Further research would be beneficial to determine the true success of this
approach to problem solving and expand on the results in this study.