The mathematical achievement for United States’ students is a continuing concern; a concern that has existed for more than 20 years (Kornell, 2012; Smith, 2002). A reality exists that students are often baffled by mathematics. The National Mathematics Advisory Panel (2008) stated in its Final Report: Foundations for Success that “The delivery system in mathematics education—the system that translates mathematical knowledge into value and ability for the next generation—is broken and must be fixed” (p. xiii). Leone, Wilson, and Mulcahy (2010) suggested students’ willingness to engage in learning is influenced by the classroom environment and the engagement between the teacher and students. While reading aloud has long been thought of as a means for increasing students’ engagement, reading abilities and proficiency, the last two decades have seen two events unfold which have increased the scope and context of reading aloud to children-the development of Interactive read-alouds and integration of children’s literature, including reading aloud, within content areas. The researcher collected data from a total of 121 students in grade three at three urban, Title I elementary schools in South Texas during a six week period. All the teachers from each treatment group attended a required staff development. The teacher from school A attended a workshop on Interactive read-alouds and the teachers from School B attended a workshop on how to implement read-alouds in the math curriculum. The data were collected using two instruments of measure, the Pearson Math Topic Test and the Elementary Mathematics Attitude Survey (Guerra-Castañeda, 2013). Descriptive statistics were used to describe the sample of participants. The results indicated that students who were in the Interactive read-aloud group had higher achievement in mathematics than students who were read-aloud to or students who received no intervention at the p =.01, with a medium effect size. Additionally, results from the mathematics survey indicated 47 percent of students in the Interactive read-aloud group enjoyed their mathematics class more than the students in the comparison group. The results of this study support the notion that Interactive read-alouds, when used in elementary third grade mathematics classes, can result in improved student achievement in mathematics, especially when compared to what is commonly known as “traditional” mathematics instruction. This study intends to expand the current field of research regarding the use of Interactive read-alouds in mathematics classrooms and an awareness of the use of Interactive read-alouds and traditional read-alouds to teach mathematics skills and concepts.
|Advisor:||Pearce, Daniel L.|
|Commitee:||Bruun, Faye, Giraldo, Jose, Zeng, Guang|
|School:||Texas A&M University - Corpus Christi|
|Department:||Curriculum and Instruction Program|
|School Location:||United States -- Texas|
|Source:||DAI-A 77/04(E), Dissertation Abstracts International|
|Subjects:||Mathematics, Literacy, Reading instruction|
|Keywords:||Children's literature, Interactive, Mathematics, Read-alouds, Student achievement, Student attitude|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be