Mathematics Intervention for Grades 5–11: Teaching Mathematics, Reading, or Both?

Abstract

This study investigated the incorporation of specific reading strategies in mathematics lessons. Fourteen students attended a three-week, individualized, summer intervention program provided by a large southern university for the purpose of increasing mathematical understanding. The frequency of reading-related instruction was documented from 72 audiotaped lessons and classified according to reading strategy. Although the purpose of the program was to improve mathematics functioning, findings indicated that teachers inherently instructed students in reading strategies while teaching mathematical concepts with: 1) vocabulary instruction the most prevalent reading strategy followed by 2) dense questioning and 3) anticipatory guide to improve reading comprehension of the mathematical text. Teachers also encouraged better mathematical reading comprehension by asking students to read aloud and discuss each passage.

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