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The Implications of Language Proficiency on Reading and Math FCAT Performance
Title
The Implications of Language Proficiency on Reading and Math FCAT Performance.
Creator
Rockhold, Jonas
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...
Show moreThe 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.
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Date Issued
2011-04
Identifier
fgcu_ETD_0415
Format
Document (PDF)
The Effects of English Vocabulary Mastery on Geometry Achievement
Title
The Effects of English Vocabulary Mastery on Geometry Achievement.
Creator
Rockhold, Jonas
Abstract / Description
This study examines socioeconomic status (SES), English language proficiency (ELP), vocabulary proficiency (VP), and math proficiency (MP) of students to determine if SES, as determined by the Free and Reduced Lunch Program (FRL), as well as English language proficiency (ELP) and vocabulary proficiency (VP), as measured by CELLA scale scores and subtests, impacts math performance on the geometry EOC exam scale scores. An ex-post facto multiple regression study is conducted using secondary...
Show moreThis study examines socioeconomic status (SES), English language proficiency (ELP), vocabulary proficiency (VP), and math proficiency (MP) of students to determine if SES, as determined by the Free and Reduced Lunch Program (FRL), as well as English language proficiency (ELP) and vocabulary proficiency (VP), as measured by CELLA scale scores and subtests, impacts math performance on the geometry EOC exam scale scores. An ex-post facto multiple regression study is conducted using secondary data from a random stratified sample of a population of students from four school districts across southwest Florida. The study utilizes ELL groups which differed on independent variables (SES and CELLA scale scores and subtests) and test hypotheses about differences on dependent variables (geometry EOC scale scores). The ex post facto research begins with the results of geometry EOC scale scores, working backward to attempt to identify why students earned the CELLA scale scores and subtest results. Comparisons are made among the ELL students on SES and different subtests of the CELLA exams. Subtests include data on speaking, reading, writing and listening skills. These results could possibly help explain why students struggle with vocabulary and math performance.
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Date Issued
2013
Identifier
Rockhold_fgcu_1743_10008
Format
Document (PDF)