Reading Comprehension Monitoring and Postsecondary Mathematics Placement Testing

• In Event: 25.071 - Research in Reading Comprehension

Abstract

This study aimed to explore the relationship between reading comprehension and mathematics placement assessment outcomes. More specifically, we examined the impact of an intervention that applied comprehension strategies to math problems to determine if the usage of metacognitive reading comprehension monitoring strategies was significantly associated with mathematics placement testing scores, mathematics course placement, and placement out of remediation. We found participants who exhibited greater reading monitoring skills also garnered higher mathematics placement scores. Findings also highlighted the presence of significant mean differences in the usage of reading comprehension monitoring skills between participants who placed out of and into remedial math. Results have important implications for literacy and mathematics researchers and faculty alike.

Authors

• Dianna Kay Sand, Holy Family University; Montgomery County Community College

• Diane Cardenas Elliott, Kutztown University of Pennsylvania

• Elizabeth A. Jones, Holy Family University