Date Approved
5-31-2019
Embargo Period
6-5-2019
Document Type
Thesis
Degree Name
M.A. Reading Education
Department
Language, Literacy, and Sociocultural Education
College
College of Education
Advisor
Madden, Marjorie
Committee Member 1
Browne, Susan
Committee Member 2
Chen, Xiufang
Keywords
Common Core State Standards, literacy instruction, middle school mathematics
Subject(s)
Language arts--Correlation with content subjects; Word problems (Mathematics)
Disciplines
Language and Literacy Education | Science and Mathematics Education
Abstract
The purpose of this study is to determine whether the implementation of literacy strategies in a fifth grade mathematics classroom would affect comprehension. The specific aim is to see what happens when students utilize literacy strategies when solving mathematical word problems. Three literacy topics were the focal point in this study: vocabulary, writing, and comprehension. Literacy strategies from each topic were introduced and applied during a mathematics class. Surveys, math journals, graphic organizers, classroom discussions, and interviews were analyzed. The limitations and implications for incorporating literacy instruction in a mathematics class are discussed.
Recommended Citation
Glick, Lindsey R., "Implementation of literacy strategies and the impact on word problems" (2019). Theses and Dissertations. 2675.
https://rdw.rowan.edu/etd/2675
