Dissertation/Thesis Abstract

A Descriptive Study of Northwest Ohio Seventh Grade Math Teachers' Attitudes and Strategy Integration Used to Promote Literacy in the Classroom
by Helm, Kerry L., M.Ed., Bowling Green State University, 2005, 82; 10817780
Abstract (Summary)

Junior high math students are faced daily with worksheets, textbook assignments, and projects that require a substantial amount of reading and writing. From technical vocabulary to reading story problems, students are faced with literature across the content areas. Therefore, if a student is a struggling reader, these seemingly trivial assignments could quickly become overwhelming and tedious. However, some teachers still believe that math class is where students learn about the manipulation of numbers and symbols and that teaching students to read is not their responsibility.

Therefore, for this study, the research question posed was four-fold: (a) What are the attitudes of math teachers in northwest Ohio's seventh grade classrooms towards integrating reading into their instruction? (b) What types of tools and strategies do seventh grade math teachers provide to integrate reading into their math instruction? (c) What are the teachers' perceptions of the effectiveness of selected tools and strategies? and (d) What correlation lies between the teachers' attitudes towards literacy integration into math instruction and the frequency with which they actually do so?

A twenty-three item survey was designed and mailed to all northwest Ohio seventh grade math teachers in public schools. The strategies included were: directed reading-thinking activity, journals and learning logs, graphic organizers, KWL, notetaking, question-answer relationships, and vocabulary activities. Overall, results indicate that seventh grade math teachers support the integration of literacy into their classrooms. Furthermore, the most frequently used strategy was notetaking and the most effective strategy was identified as Question-Answer Relationships. Finally, results indicate an overall significant correlation between teachers' attitudes toward literacy integration and amount of times that they actually do utlize the given strategies.

Indexing (document details)
Advisor: Hendricks, Cindy
School: Bowling Green State University
Department: Reading
School Location: United States -- Ohio
Source: MAI 57/05M(E), Masters Abstracts International
Subjects: Mathematics education, Middle School education, Reading instruction
Keywords: Content area reading, Literacy integration, Literacy strategies, Middle grades, Seventh grade math
Publication Number: 10817780
ISBN: 978-0-355-84337-8
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