Reading as an Access to Mathematics Problem Solving on Multiple-Choice Tests for Sixth-Grade Students

Resource type
Journal Article
Authors/contributors
Title
Reading as an Access to Mathematics Problem Solving on Multiple-Choice Tests for Sixth-Grade Students
Abstract
The effect of providing middle school students with a video accommodation for a standardized mathematics test was examined. Two hundred forty-seven students were asked to solve 60 word problems. One half of the questions were presented in standard form, while the other half were read by an actor on a video monitor. Students were grouped according to mathematics and reading ability. A test accommodation effect was found for students possessing below-average mathematics skills. The problems were identified as having relatively high reading difficulty according to word count, number of verbs, and word familiarity. Students with above-average mathematics proficiency but low reading skill performed better when the questions were presented in video format. This accommodation may be useful on specific test items for students with certain reading deficiencies.
Publication
The Journal of Educational Research
Volume
93
Issue
2
Pages
113-125
Date
November 1, 1999
ISSN
0022-0671
Accessed
05/08/2020, 15:46
Library Catalogue
Taylor and Francis+NEJM
Extra
Publisher: Routledge _eprint: https://doi.org/10.1080/00220679909597635 shortDOI: 10/ct5m9h
Citation
Helwig, R., Rozek-tedesco, M. A., Tindal, G., Heath, B., & Almond, P. J. (1999). Reading as an Access to Mathematics Problem Solving on Multiple-Choice Tests for Sixth-Grade Students. The Journal of Educational Research, 93(2), 113–125. https://doi.org/10.1080/00220679909597635