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The Implications of Language Proficiency on Reading and Math FCAT Performance

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Date Issued:
2011-04
Abstract/Description:
The purpose of this study was to compare the relationship between reading and math performance on the FCAT for ELL students and native English speaking (NES) students. Specifically, the extent to which reading performance contributed to performance on the math portion of the FCAT was investigated. It also was examined whether reading performance had a different predictive value for math performance for non-ESE ELL students when compared to non-ESE NES students. Several researchers investigated the link between reading and math performance on the FCAT for ELL and NES students (Lubienski, 2007). Research suggested that all students generally struggled with math word problems. It was shown that that there may be a link between reading performance and math performance, particularly for those students without language proficiency. Educators need to identify which students struggled with math because of reading difficulties. The integration of reading strategy instruction with math instruction may help ELL students overcome their struggles in solving math word problems and understand more math concepts. Only then will teachers be able to implement adequate interventions and plans to improve mathematics performance. Identifying the possible strategies that supported solving word problems will clarify for teachers the importance of integrating reading and math instruction, which will enable students to acquire the necessary knowledge and skills that will propel them forward in their educational, personal, and professional goals and pursuits. The study helped to examine reading and math scale scores and subtests of students to determine if reading performance as measured by FCA T scale scores and subtests impacted performance on the math portion of the exam. An ex post facto correlational study was conducted using a convenience sample. Regression analyses were used to investigate if reading achievement had a different predictive value for non-ESE ELL students than for non-ESE NES speakers.
Title: The Implications of Language Proficiency on Reading and Math FCAT Performance.
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Name(s): Rockhold, Jonas, author
Type of Resource: text
Genre: Thesis
Issuance: single unit
Date Issued: 2011-04
Physical Form: bound thesis
Extent: 81 pgs.
Language(s): English
eng
Abstract/Description: The purpose of this study was to compare the relationship between reading and math performance on the FCAT for ELL students and native English speaking (NES) students. Specifically, the extent to which reading performance contributed to performance on the math portion of the FCAT was investigated. It also was examined whether reading performance had a different predictive value for math performance for non-ESE ELL students when compared to non-ESE NES students. Several researchers investigated the link between reading and math performance on the FCAT for ELL and NES students (Lubienski, 2007). Research suggested that all students generally struggled with math word problems. It was shown that that there may be a link between reading performance and math performance, particularly for those students without language proficiency. Educators need to identify which students struggled with math because of reading difficulties. The integration of reading strategy instruction with math instruction may help ELL students overcome their struggles in solving math word problems and understand more math concepts. Only then will teachers be able to implement adequate interventions and plans to improve mathematics performance. Identifying the possible strategies that supported solving word problems will clarify for teachers the importance of integrating reading and math instruction, which will enable students to acquire the necessary knowledge and skills that will propel them forward in their educational, personal, and professional goals and pursuits. The study helped to examine reading and math scale scores and subtests of students to determine if reading performance as measured by FCA T scale scores and subtests impacted performance on the math portion of the exam. An ex post facto correlational study was conducted using a convenience sample. Regression analyses were used to investigate if reading achievement had a different predictive value for non-ESE ELL students than for non-ESE NES speakers.
Identifier: fgcu_ETD_0415 (IID)
Note(s): Degree Awarded: Education Specialist
Department: College of Education
Subject(s): Florida Comprehensive Assessment Test
Mathematical ability
Reading ability
Reading comprehension
Persistent Link to This Record: http://purl.flvc.org/fgcu/fd/fgcu_ETD_0415
Use and Reproduction: Creator holds copyright.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FGCU