Mathematical Reading: Investigating the Reading Comprehension Strategies Implemented by Middle School Students

Beaudine, Gregory

doi:10.1007/s10763-022-10287-1

Cited by 4 publications

(4 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The study found that the preservice teachers believed that the close-reading tasks were most beneficial for their learning. Cooper et al (2022) shifted the focus of reading practices in this special issue from students and preservice teachers (by Beaudine, 2022;Rezat et al, 2022) to practicing educators. They studied a reading group that aimed to foster professional learning and development among a group of science educators in Australia.…”

Section: Disciplinary Literacymentioning

confidence: 99%

See 1 more Smart Citation

Mapping and Extending the Theoretical Perspectives of Reading in Science and Mathematics Education Research

Tang

Lin

Kaur

2022

Int J of Sci and Math Educ

View full text Add to dashboard Cite

This introductory paper to the special issue “Reading in Science and Mathematics” presents four major theoretical perspectives of reading, literacy, and language that underpin many studies in this area, including the nine articles selected for this issue. It first outlines several new developments and contemporary issues that drive the growing importance of reading in science and mathematics. It then presents the perspectives that inform and situate the authors’ research as reported in this special issue, followed by a brief introduction of their articles situated within each of the perspectives. The four perspectives are reading comprehension, scientific/mathematical literacy, disciplinary literacy, and linguistic/semiotic meaning-making. The purpose in discussing these perspectives is to map out the theoretical terrain in the field and connect the key ideas within the research on reading in science and mathematics.

show abstract

Section: Disciplinary Literacymentioning

confidence: 99%

“…Some authors (e.g. Beaudine, 2022;Fazio et al, 2022;Thompson, 2022) explicitly examined this aspect of multimodality in their analysis of reading. Other authors, while predominantly focusing on verbal texts in their analysis, also acknowledged that science and mathematics employ multiple non-verbal resources.…”

Section: Introductionmentioning

confidence: 99%

Mapping and Extending the Theoretical Perspectives of Reading in Science and Mathematics Education Research

Tang

Lin

Kaur

2022

Int J of Sci and Math Educ

View full text Add to dashboard Cite

show abstract

“…As one of the most fundamental subjects, reading opens a door to learning other subjects, including mathematics and science (Tong, 2014). Scholars are increasingly recognizing that reading constitutes an important component of mathematics and science literacy (Beaudine, 2022; Cano et al, 2014; Carmen Pérez de Landazábal et al, 2014; Thurber et al, 2002; Vukovic et al, 2010; Walker et al, 2008). A volume of research has explored how reading-related skills influence mathematics and science learning, which can be summarized in three facets: phoneme awareness, vocabulary and reading comprehension.…”

Section: Literature Reviewmentioning

confidence: 99%

“…En tanto que una de las principales materias clave, la lectura abre las puertas al aprendizaje de otras materias, como las matemáticas y las ciencias (Tong, 2014). Los investigadores asignan un reconocimiento creciente a la lectura como componente esencial del aprendizaje matemático y científico (Beaudine, 2022; Cano et al, 2014; Carmen Pérez de Landazábal et al, 2014; Thurber et al, 2002; Vukovic et al, 2010; Walker et al, 2008). Múltiples estudios han explorado la influencia de las aptitudes lectoras en el aprendizaje matemático y científico, que se pueden resumir en tres aspectos: conocimiento fonético, vocabulario y comprensión lectora.…”

Section: Revisión De La Literaturaunclassified

Promoting reading, mathematics and science learning: the role of reading achievement and reading interest / Fomento del aprendizaje lector, matemático y científico: el papel del rendimiento lector y del interés por la lectura

Qin,

Wang

2024

Journal for the Study of Education and Development: Infancia y

View full text Add to dashboard Cite

Reading, mathematics and science are important subjects in the compulsory educational stage. Promoting students’ learning in these subjects has become a focus. Early reading achievement and reading interest may play a critical role. Using two waves of data collected from 2,722 Chinese students in Grade 4 and Grade 6, the study investigated the longitudinal within-domain relationship between reading achievement and reading interest, as well as their cross-domain effects on mathematics and science. The results of the structural equation model showed that reading achievement and reading interest were mutually reinforced over time. Except for the path from reading achievement to science interest, the two reading-related constructs in Grade 4 positively predicted achievement and interest in mathematics and science in Grade 6. The findings underline the significance for primary schools to cultivate proficient reading skills and positive reading attitudes in promoting students’ long-term learning in reading, mathematics and science.

show abstract

The double‐edged sword effect of reading self‐concept on math achievement: Additional insights for making dimensional comparisons

Cai,

Zhu,

Yang

2024

Psychology in the Schools

View full text Add to dashboard Cite

A common belief underlying the dimensional comparison theory is that reading self‐concept has a positive relation to reading achievement but a negative relation to math achievement. However, this belief is incomplete and potentially misleading as supporting evidence is usually derived from studies without simultaneously considering the mediated effect of reading self‐concept through reading achievement. The current study examined the direct and indirect effects of reading self‐concept on math achievement through reading achievement, using PISA 2018 data from 501,766 students across 74 countries/territories. Multilevel structural equation modeling was performed to control for confounding variances from the school level and above. The results showed that reading self‐concept had a direct and negative effect on math achievement, while also exerting a positive indirect effect on math achievement through reading achievement. Overall, the indirect effect outperformed the negative direct effect on math achievement. We concluded that reading self‐concept exerted a double‐edged effect on math achievement. These results should be able to shed new light on the contrasting comparison effect of self‐concept on academic achievement.

show abstract

Mathematical Reading: Investigating the Reading Comprehension Strategies Implemented by Middle School Students

Cited by 4 publications

References 27 publications

Mapping and Extending the Theoretical Perspectives of Reading in Science and Mathematics Education Research

Mapping and Extending the Theoretical Perspectives of Reading in Science and Mathematics Education Research

Promoting reading, mathematics and science learning: the role of reading achievement and reading interest / Fomento del aprendizaje lector, matemático y científico: el papel del rendimiento lector y del interés por la lectura

The double‐edged sword effect of reading self‐concept on math achievement: Additional insights for making dimensional comparisons

Contact Info

Product

Resources

About