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

First Advisor

Madden, Marjorie

Second Advisor

Browne, Susan

Third Advisor

Chen, Xiufang

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.

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