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.

摘要

Purpose of the study. The study investigated these three concerns: (1) the effect that each of two methods of teaching reading comprehension skills in a content area upon students' problem-solving performance of 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 the differential effects between two methods of teaching reading comprehension skills and three achievement levels of each assigned factor; and (3) the overall mean gain scores in reading comprehension achievement by two treatment groups.;Procedure. For the first and second concerns of this pretest, posttest, quasi-experimental design two-way analysis of covariance analyzed the interval level data. For the third concern a t-test for independent samples analyzed the overall mean gain scores of two treatment groups. Five classes of algebra students were assigned to the Directed Reading Method treatment group and six classes, to the Reading Guide Method treatment group. Both treatment groups received twelve weeks of problem-solving performance instruction. The following three subtests of the California Achievement Test, Form F: Reading Comprehension, Mathematics Computation, and Mathematics Concepts and Applications were administered as pretests. Following treatment 115 students were administered the Algebra I Word Problem Test and the California Achievement Test, Reading Comprehension Subtest.;Findings. Students taught reading comprehension skills using the Reading Guide Method outperformed students, using the Directed Reading Method in problem-solving performance. A significant difference in overall mean scores on the Algebra I Word Problem Test existed between students assigned to above-average and below-average achievement levels for mathematical reasoning. A significant interaction in the overall mean scores on the Algebra I Word Problem Test existed between treatment groups when assigned to achievement levels for reading comprehension. A significant difference in overall mean gain scores on the California Achievement Test, Reading Comprehension Subtest existed between the treatment groups.;Conclusions. The Reading Guide Method was more effective in improving students' problem-solving performance of first-year algebra word problems. When grouped by achievement levels for reading comprehension, the Reading Guide Method was more effective for above-average and average students, while the Directed Reading Method was more effective for below-average students. A greater overall mean gain score on the California Achievement Test, Reading Comprehension Subtest occurred using the Directed Reading Method.