Effects of Teaching Reading Strategies on Senior High School Student’s Mathematics Performance
Author: Hui-Chen Su (Taipei Municipal Chenggong High School), Kai-Lin Yang (Department of Mathematics, National Taiwan Normal University), Chia-Yang Chen (Department of Mathematics, National Taiwan Normal University)
Vol.&No.：Vol. 62, No.1
Date：March 2017
Pages：33-58
DOI：doi:10.6209/JORIES.2017.62(1).02
Abstract：
The purpose of this study was to explore the effect of teaching reading strategies involving textbooks for senior high school students. Two classes of 11th-grade students participated in this study; one was the experimental class and the other was the control class. The experiment was designed to teach cognitive reading strategies through reciprocal teaching using a mathematics textbook to improve mathematics performance. The quantitative instruments included a mathematics achievement test, reading comprehension test, and self-assessment of reading strategy usage. These instruments were used at four different times: (1) the pretest before the experiment; (2) the first posttest after the experiment; (3) the second posttest 1 week after the experiment; and (4) the delayed measurement 2 months after the experiment. The data obtained were analyzed through the generalized estimating equation method. The results revealed that the teaching experiment effectively promoted students’ use of all types of strategies when reading the mathematics textbook. However, the math achievement and reading comprehension tests only demonstrated improvement at the first posttest. After the teaching experiment, these effects gradually disappeared. Regarding the use of reading strategies, the teaching experiment effectively promoted students’ use of questioning and clarifying. This effect also gradually disappeared after the teaching experiment. Several explanations of the unexpected results are provided in this paper.
Keywords：mathematics teaching, reading strategies, reciprocal teaching
《Full Text》
References：
- 張建妤、柯華葳（2012）。數學成就表現與閱讀理解的關係：以TIMSS 2003數學試題與PIRLS 2006 閱讀成就測驗為工具。教育心理學報，44（1），95-115。doi:10.6251/BEP.20110801【Chang, C.-Y., & Ko, H.-W. (2012). The relationship between mathematics achievement and reading comprehension: TIMSS 2003 and PIRLS 2006 test items as measuring instruments. Bulletin of Educational Psychology, 44(1), 95-115. doi:10.6251/BEP.20110801】
- 陳建豪、楊凱琳（2015）。應用廣義估計方程式於教育研究。臺東大學教育學報，26（1），41-66。doi:10.3966/102711202015062601002【Chen, C.-H., & Yang, K.-L. (2015). Application of generalized estimating equations to educational research. NTTU Educational Research Journal, 26(1), 41-66. doi:10.3966/102711202015062601002】
- 秦麗花、邱上真（2004）。數學文本閱讀理解相關因素探討及其模式建立之研究－以角度單元為例。特殊教育與復健學報，12，99-121。doi:10.3966/156335862004060012005【Chin, L.-H., & Chiu, S.-C. (2004). The development of a model for mathematics text reaing comprehension: Angle unit in the mathematics text as an example. Bulletin of Special Education and Rehabilitation, 12, 99-121. doi:10.3966/156335862004060012005】
- 蘇宜芬（2004）。閱讀理解的影響因素及其在教學上的意義。教師天地，129，21-28。【Su, Y.-F. (2004). The influential factors of reading comprehension and its significance in teaching. New Horizon Bimonthly for Teachers in Taipei, 129, 21-28.】
- Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159. doi:10.1037/0033-2909. 112.1.155
» More
- 張建妤、柯華葳（2012）。數學成就表現與閱讀理解的關係：以TIMSS 2003數學試題與PIRLS 2006 閱讀成就測驗為工具。教育心理學報，44（1），95-115。doi:10.6251/BEP.20110801【Chang, C.-Y., & Ko, H.-W. (2012). The relationship between mathematics achievement and reading comprehension: TIMSS 2003 and PIRLS 2006 test items as measuring instruments. Bulletin of Educational Psychology, 44(1), 95-115. doi:10.6251/BEP.20110801】
- 陳建豪、楊凱琳（2015）。應用廣義估計方程式於教育研究。臺東大學教育學報，26（1），41-66。doi:10.3966/102711202015062601002【Chen, C.-H., & Yang, K.-L. (2015). Application of generalized estimating equations to educational research. NTTU Educational Research Journal, 26(1), 41-66. doi:10.3966/102711202015062601002】
- 秦麗花、邱上真（2004）。數學文本閱讀理解相關因素探討及其模式建立之研究－以角度單元為例。特殊教育與復健學報，12，99-121。doi:10.3966/156335862004060012005【Chin, L.-H., & Chiu, S.-C. (2004). The development of a model for mathematics text reaing comprehension: Angle unit in the mathematics text as an example. Bulletin of Special Education and Rehabilitation, 12, 99-121. doi:10.3966/156335862004060012005】
- 蘇宜芬（2004）。閱讀理解的影響因素及其在教學上的意義。教師天地，129，21-28。【Su, Y.-F. (2004). The influential factors of reading comprehension and its significance in teaching. New Horizon Bimonthly for Teachers in Taipei, 129, 21-28.】
- Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159. doi:10.1037/0033-2909. 112.1.155
- Fuentes, P. (1998). Reading comprehension in mathematics. The Clearing House, 72(2), 81-88. doi:10.1080/00098659809599602
- Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Mahwah, NJ: Lawrence Erlbaum Associates.
- Huang, C.-T., & Yang, S. C. (2015). Effects of online reciprocal teaching on reading strategies, comprehension, self-efficacy, and motivation. Journal of Educational Computing Research, 52(3), 381-407. doi:10.1177/0735633115571924
- Kane, R. B. (1970). The readability of mathematics textbooks revisited. The Mathematics Teacher, 63(7), 579-581.
- McGee, M. G. (1979). Human spatial abilities: Psychometric studies and environmental, genetic, hormonal, and neurological influences. Psychological Bulletin, 86(5), 889-918. doi:10.1037/ 0033-2909.86.5.889
- McLaughlin, G. H. (1969). SMOG grading: A new readability formula. Journal of Reading, 12(8), 639-646.
- Meyer, K. (2010). ‘Diving into reading’: Revisiting reciprocal teaching in the middle years. Literacy Learning: The Middle Years, 18(1), 41-52.
- National Assessment Governing Board. (2002). Mathematics framework for the 2003 national assessment of educational progress. Washington, DC: Author.
- Nunnally, J. C. (1978). Psychometric theory. New York, NY: McGraw Hill.
- Organisation for Economic Co-operation and Development. (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, reading, science, problem solving and financial literacy. Paris, France: Author. doi:10.1787/9789264190511-en
- Ostler, E. (1997). The effect of learning mathematical reading strategies on secondary students’ homework grades. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 71(1), 37-40. doi:10.1080/00098659709599320
- Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175. doi:10.1207/ s1532690xci0102_1
- Pilonieta, P., & Medina, A. L. (2009). Reciprocal teaching for the primary grades: “We can do it, too!”. The Reading Teacher, 63(2), 120-129. doi:10.1598/RT.63.2.3
- Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479-530. doi:10.3102/00346543064004479
- Schumm, J. S., & Mangrum, C. T. (1991). FLIP: A framework for content area reading. Journal of Reading, 35(2), 120-124.
- Smith, F. (1969). The readability of junior high school mathematics textbooks. The Mathematics Teacher, 62(4), 289-291.
- Sweller, J., van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296. doi:10.1023/A:1022193728205
- Thurstone, L. L. (1973). Primary mental abilities. Psychometric Monographs, 1, 131-136. doi:10. 1007/978-94-011-6129-9_8
- Voytsekhovska, S. (2008) . One teacher’s focus on reading in a grade 9 mathematics classroom: A case study (Unpublished master’s thesis). Queen’s University, Kinston, Ontario, Canada.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. and Trans.). Cambridge, MA: Harvard University Press.
- Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100. doi:10.1111/j.1469-7610.1976.tb00381.x
- Yang, K.-L., & Li, J.-L. (2016). A framework for assessing reading comprehension of geometric construction texts. International Journal of Science and Mathematics Education, September, 1-16. doi:10.1007/s10763-016-9770-6
- Yang, K.-L., & Lin, F.-L. (2012). Effects of reading-oriented tasks on students’ reading comprehension of geometry proof. Mathematics Education Research Journal, 24(2), 215-238. doi:10.1007/s13394-012-0039-2
- Zeger, S. L., & Liang, K.-Y. (1986). Longitudinal data analysis for discrete and continuous outcomes. Biometrics, 42(1), 121-130. doi:10.2307/2531248