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THE ROLE OF COGNITIVE AND METACOGNITIVE READING COMPREHENSION STRATEGIES IN THE READING AND INTERPRETATION OF MATHEMATICAL WORD PROBLEM TEXTS: READING CLINICIANS' PERCEPTIONS OF DOMAIN RELEVANCE AND ELEMENTARY STUDENTS' COGNITIVE STRATEGY USE

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Date Issued:
2011
Abstract/Description:
The intent of this concurrent mixed method study was to examine teacher perceptions and student applications of cognitive reading comprehension strategy use as applied to the reading and interpretation of a mathematics word problem. Teachers' perceptions of the relevance and application of cognitive reading comprehension strategies to mathematics contexts were investigated through survey methods. Additionally, students' cognitive strategy use was explored by eliciting verbalization of cognition using think aloud protocol and clinical interview probes with purposively selected first through sixth-grade students. An experimental component of this study involved the random assignment of teachers to a professional development book study focused on either a) instructional methods supportive of integrated cognitive strategy instruction in reading and mathematics (treatment group) or b) a review of cognitive strategy instruction in reading (control group). The results of this study indicate that the elementary student participants did not recognize the cognitive comprehension strategies that they were using during the initial reading of the mathematical text as relevant to mathematics based text, which is why initial patterns of strategy use were not sustained or renegotiated, but were instead replaced or extinguished without replacement upon identification of the text as mathematical. This may be due to a lack of: 1) domain-general instruction, 2) varied text examples in their schooling, and/or 3) conditional knowledge instruction for strategy use, effects that may be caused by the students' teachers' own domain-specific perceptions of cognitive strategy use at the elementary level. The teachers in the treatment group demonstrated greater awareness of the relevance of cognitive reading comprehension strategies for mathematics text than the control group; however, there was no evidence that this new awareness impacted their instruction in this study. Implications for professional development, integrated cognitive strategy instruction, and contributions to existing literature are discussed.
Title: THE ROLE OF COGNITIVE AND METACOGNITIVE READING COMPREHENSION STRATEGIES IN THE READING AND INTERPRETATION OF MATHEMATICAL WORD PROBLEM TEXTS: READING CLINICIANS' PERCEPTIONS OF DOMAIN RELEVANCE AND ELEMENTARY STUDENTS' COGNITIVE STRATEGY USE.
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Name(s): Clements, Taylar, Author
Gill, Michele, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2011
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The intent of this concurrent mixed method study was to examine teacher perceptions and student applications of cognitive reading comprehension strategy use as applied to the reading and interpretation of a mathematics word problem. Teachers' perceptions of the relevance and application of cognitive reading comprehension strategies to mathematics contexts were investigated through survey methods. Additionally, students' cognitive strategy use was explored by eliciting verbalization of cognition using think aloud protocol and clinical interview probes with purposively selected first through sixth-grade students. An experimental component of this study involved the random assignment of teachers to a professional development book study focused on either a) instructional methods supportive of integrated cognitive strategy instruction in reading and mathematics (treatment group) or b) a review of cognitive strategy instruction in reading (control group). The results of this study indicate that the elementary student participants did not recognize the cognitive comprehension strategies that they were using during the initial reading of the mathematical text as relevant to mathematics based text, which is why initial patterns of strategy use were not sustained or renegotiated, but were instead replaced or extinguished without replacement upon identification of the text as mathematical. This may be due to a lack of: 1) domain-general instruction, 2) varied text examples in their schooling, and/or 3) conditional knowledge instruction for strategy use, effects that may be caused by the students' teachers' own domain-specific perceptions of cognitive strategy use at the elementary level. The teachers in the treatment group demonstrated greater awareness of the relevance of cognitive reading comprehension strategies for mathematics text than the control group; however, there was no evidence that this new awareness impacted their instruction in this study. Implications for professional development, integrated cognitive strategy instruction, and contributions to existing literature are discussed.
Identifier: CFE0003687 (IID), ucf:48832 (fedora)
Note(s): 2011-05-01
Ed.D.
Education, School of Teaching Learning and Leadership
Masters
This record was generated from author submitted information.
Subject(s): cognitive comprehension strategies
reading strategies in mathematics
integrated strategy instruction
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003687
Restrictions on Access: public
Host Institution: UCF

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