Assessing the Effectiveness of a Contextually Enhanced Reading Comprehension Program on Mathematical Word Problem Solving

• In Event: Poster Session 12
  In Poster Session: PS 12 Topic - Prevention and Interventions

Abstract

Students’ reading ability is correlated with their achievements in mathematics (Adelson et al. 2015; Nortvedt 2011; Vilenius-Tuohimaa et al. 2008). Math texts require reading involving decoding, comprehension, and numerical understanding to solve problems (Vilenius-Tuohimaa et al. 2008). Students displaying a weak implementation of reading comprehension strategies tend to exhibit poor problem solving in mathematics. Instruction in decoding and comprehension are emphasized to allow the students to apply their reading skills to other domains. However, reading instruction is based more on literary texts and less on science, math, or social studies texts (Murnane et al., 2012). Therefore, it is important to know whether a mathematically enhanced reading program can be leveraged to improve children’s mathematical performance.
The current study tested the effectiveness of a mathematically enhanced reading intervention as compared to a general reading intervention using a multiple baseline across participants design. Students in Grades 4 (n= 39) and 5 (n= 35) completed reading comprehension and problem-solving tasks to identify those with below average reading scores (comprehension standard score <100, words per minute below grade benchmark). Six students (age range 9.1-11.0, M = 10.2 years, 3 males) from grades four and five were then selected for the multiple baseline study targeting math word problem comprehension using reading principles. The program was conducted online in Summer 2020 due to COVID-19 related school shutdowns. Baseline conditions, lasting for 1-3 weeks across participants, included activities targeting phonics, vocabulary, fluency, and best-practice reading comprehension strategies like summarizing, questioning, and predicting. An internet-based reading program, ABRACADABRA, was utilized as the computer-assisted instruction (CAI) tool for standard best-practice reading instruction. In the experimental condition, tasks were divided into three categories- vocabulary, context-training, comprehension. Participants engaged in author-designed activities centred around mathematical language and enhanced reading comprehension principles. Online resources ranging from games and activities to PowerPoint slides were used for instruction. Word problems were categorized as change, compare, or combine type of additive schema (Jitendra, Hoff, & Beck, 1999) and data was collected in the form of responses to 3 math word problems at the end of each session, corresponding to each type. Vocabulary for each problem type and context training using graphic organizers was followed by practicing a sequence of problem solving steps- RIDES Check! (Read, Identify the type, Draw the figure, Explain the problem, Solve, Check your answer!).
A detailed visual analysis of data will be conducted to examine level, trend, and variability (Kennedy, 2005; Kratochwill & Levin, 1992). Immediacy of the effect, and data consistency will also indicate a causal relationship between the contextually-enhanced program and math problem solving (What Works Clearinghouse, 2018). Final data and findings will be shared in Spring 2021.
The expected outcome is that a math-enhanced reading intervention will lead to greater gains in performance on mathematical word problems than a standard, best practices reading program. This may suggest that poor performance in math word problems is indicative of a contextual reading deficit rather than a general reading deficit and has the potential to inform and influence math pedagogy.

Authors

• Aishwarya Nair, McGill
  Presenting Author

• Adam Kenneth Dubé, McGill University
  Non-Presenting Author