Improving Reading to Improve Math

The Importance of Instructional Quality for the Relation Between Achievement in Reading and Mathematics

“…Only 12 % of the teachers offered high-quality instruction in both subjects, offering teaching with high cognitive demand in terms of the quality of teacher questioning and content offered (i.e., demand of tasks and lesson content). A second important observation made by Glenberg et al (2012) was that mathematics instruction seemed more consistent than reading instruction. For instance, while introducing reading material that had high cognitive demand, the teachers often failed to engage students in activities that reflected this level.…”

“…They consequently proposed that reading strategies should be taught in mathematics classrooms. Indications that such interventions might be fruitful were documented by Glenberg et al (2012). Initiating a small-scale intervention, Glenberg et al (2012) improved students' mathematical performance by training Grade three and four students (n = 58) to apply a digital tool that assisted them in creating embodied mental models of problem texts, by manipulating on-screen pictures.…”

“…Indications that such interventions might be fruitful were documented by Glenberg et al (2012). Initiating a small-scale intervention, Glenberg et al (2012) improved students' mathematical performance by training Grade three and four students (n = 58) to apply a digital tool that assisted them in creating embodied mental models of problem texts, by manipulating on-screen pictures. Trained students, to a larger extent than the control group (n = 39), avoided using irrelevant numerical information in their solutions to the mathematical word problems, even without access to the tool.…”

“…Much teaching does not offer a high cognitive demand (Graeber et al 2012), which is most likely necessary for students to develop good comprehension skills in reading and mathematics. Glenberg et al (2012) found that training students in comprehension strategies for reading mathematical word problems helped students develop strategies for reading mathematical word problems and become more successful problem solvers. Thus, prior research supports our hypothesis that high instructional quality might weaken the strong relationship between reading comprehension and mathematics achievement.…”

“…Teachers need to recognize the relationship between reading and mathematics and pay specific attention to it through the teaching-learning opportunities they offer their students. Giving special attention to reading might help students improve their mathematical problem solving (Glenberg et al 2012;Thevenot et al 2007).…”