Reading proficiency and mathematics problem solving by high school english language learners

Carole R. Beal; Niall M. Adams; Paul R. Cohen

doi:10.1177/0042085909352143

Reading proficiency and mathematics problem solving by high school english language learners

Carole R. Beal, Niall M. Adams, Paul R. Cohen

Research output: Contribution to journal › Article › peer-review

64 Scopus citations

Abstract

The study focused on the relationship of English proficiency and math performance in a sample of high school students, including 47% English language learners (ELLs). Data sources included state math test scores, study-specific pre- and posttest scores, problem solving in an online math tutorial, and responses to a self-report assessment of mathematics self-concept. English conversational and reading proficiency data were available for the ELLs. Results indicated that math performance for the ELLs increased with English-reading proficiency in a nonlinear manner. ELLs' English-reading proficiency predicted math test scores, progress in the online math tutorial, and math self-concept.

Original language	English (US)
Pages (from-to)	58-74
Number of pages	17
Journal	Urban Education
Volume	45
Issue number	1
DOIs	https://doi.org/10.1177/0042085909352143
State	Published - Jan 2010

Keywords

Computer-assisted instruction
English learners
Mathematics

ASJC Scopus subject areas

Education
Urban Studies

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10.1177/0042085909352143

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title = "Reading proficiency and mathematics problem solving by high school english language learners",

abstract = "The study focused on the relationship of English proficiency and math performance in a sample of high school students, including 47\% English language learners (ELLs). Data sources included state math test scores, study-specific pre- and posttest scores, problem solving in an online math tutorial, and responses to a self-report assessment of mathematics self-concept. English conversational and reading proficiency data were available for the ELLs. Results indicated that math performance for the ELLs increased with English-reading proficiency in a nonlinear manner. ELLs' English-reading proficiency predicted math test scores, progress in the online math tutorial, and math self-concept.",

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AB - The study focused on the relationship of English proficiency and math performance in a sample of high school students, including 47% English language learners (ELLs). Data sources included state math test scores, study-specific pre- and posttest scores, problem solving in an online math tutorial, and responses to a self-report assessment of mathematics self-concept. English conversational and reading proficiency data were available for the ELLs. Results indicated that math performance for the ELLs increased with English-reading proficiency in a nonlinear manner. ELLs' English-reading proficiency predicted math test scores, progress in the online math tutorial, and math self-concept.

KW - Computer-assisted instruction

KW - English learners

KW - Mathematics

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Reading proficiency and mathematics problem solving by high school english language learners

Abstract

Keywords

ASJC Scopus subject areas

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