Improving Mathematics Verbal Problem Solving Ability Through Reading Instruction [electronic resource] / Maribeth Henney.
The effect of special instruction in certain reading skills involved in solving verbal problems was compared with the effect of supervised practice in solving verbal problems on the improvement of verbal problem-solving ability of 179 fourth graders. The sample from six classes in three public eleme...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1970.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED044243 | ||
| 100 | 1 | |a Henney, Maribeth. | |
| 245 | 1 | 0 | |a Improving Mathematics Verbal Problem Solving Ability Through Reading Instruction |h [electronic resource] / |c Maribeth Henney. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1970. | ||
| 300 | |a 27 p. | ||
| 500 | |a ERIC Document Number: ED044243. | ||
| 500 | |a ERIC Note: Paper presented at the conference of the International Reading Association, Anaheim, Cal., May 6-9, 1970. |5 ericd. | ||
| 500 | |a Educational level discussed: Grade 4. | ||
| 520 | |a The effect of special instruction in certain reading skills involved in solving verbal problems was compared with the effect of supervised practice in solving verbal problems on the improvement of verbal problem-solving ability of 179 fourth graders. The sample from six classes in three public elementary schools in Cuyahoga Falls, Ohio, was divided into two groups. The special instruction treatment group received 18 lessons of instruction in reading verbal problems, and the supervised study group solved verbal problems using whatever method they wished. Children in both groups improved significantly from pretest to post-test on the investigator-designed Verbal Problems Test. However, neither group resulted in significantly higher mean scores on the post-test. The girls in the special instruction group made significantly higher mean scores on the reading subtest of the post-test than did the boys in that group. No other significant differences were found between treatments, between sexes within treatments, or between sexes differentiated by treatments. The Stanford Achievement Test Reading and Mathematics subtests were also administered. Neither specific reading abilities, general reading abilities, nor computational abilities were found to be more highly correlated with verbal problem solving. References, tables, sample test items, and worksheets are included. (CL) | ||
| 650 | 0 | 7 | |a Arithmetic. |2 ericd. |
| 650 | 0 | 7 | |a Comprehension. |2 ericd. |
| 650 | 0 | 7 | |a Content Area Reading. |2 ericd. |
| 650 | 0 | 7 | |a Critical Reading. |2 ericd. |
| 650 | 1 | 7 | |a Elementary School Mathematics. |2 ericd. |
| 650 | 1 | 7 | |a Grade 4. |2 ericd. |
| 650 | 0 | 7 | |a Logical Thinking. |2 ericd. |
| 650 | 0 | 7 | |a Problem Sets. |2 ericd. |
| 650 | 1 | 7 | |a Problem Solving. |2 ericd. |
| 650 | 1 | 7 | |a Reading Comprehension. |2 ericd. |
| 650 | 1 | 7 | |a Verbal Learning. |2 ericd. |
| 650 | 0 | 7 | |a Verbal Tests. |2 ericd. |
| 650 | 0 | 7 | |a Worksheets. |2 ericd. |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED044243 |h Other scheme |i web |n 1 |