1. Study of Studies Paula Breen MAED 5040-084

3. My certification in language arts

6. Further reflect on how to get students to value mathematics

8. Strategic reading behaviors

9. -rereading, summarizing, questioning, transform sentence structure

11. Have students record important information or summarize word problems to check that students are comprehending while reading

12. Encourage students to slow down and monitor progress

14. Found students high in reading ability and low in computational abilities could compensate when problems were heavy on reading but required minimal computations

15. These students could not compensate when problems required multiple steps to solve the problem

18. Would this training increase use of strategies in the classroom experience and have an impact on attitude regarding the importance of content area reading

20. Math teachers must understand complexities of types of reading and comprehension involved in math: not just reading words nor reading from left to right as students are taught from a young age

22. Study performed by introducing reading strategies into graduate course for teachers to “experience as learners the potential of using reading to support the learning of mathematics” (Borasi & Siegel, p.10, 1990).

25. identifying structure, remembering details, distinguishing between relevant and irrelevant details

26. Study involved small group of students receiving intervention on these strategies

28. Shares specific questions helping with structure:

29. -Which sentence tells about the whole or combined quantity?

30. -Which sentence tells about one of the small parts that makes up the whole?

31. Strategies were successful among small group of students

33. 2 parts to study:

34. (1) Interviewed students

35. (2) Tested students on combination of original and modified test items (also compared ELL students to proficient English speakers)

36. Part 1, students generally preferred modified items

39. Researchers examined literature on content-area reading and found 3 main problems

40. (1) Definition of text---written work stressed, other types of reading in math

41. (2) too general across all contents

44. Researchers observed course, analyzed course materials, students journals, interview professor and students, observed student teaching sessions

46. Hope to collaborate further with our literacy coach

47. This study built a foundation for where to start in implementing reading in my math classroom