Reading Proficiency and Mathematics Problem Solving by High School English Language Learners
Carole R. Beal, Niall M. Adams, Paul R. Cohen
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Source: Crossref
Published: Dec 23, 2009
DOI: 10.1177/0042085909352143
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The study focused on the relationship of English proficiency and math performance in a sample of high school students, including 47% English language learners (ELLs). Data sources included state math test scores, study-specific pre- and posttest scores, problem solving in an online math tutorial, and responses to a self-report assessment of mathematics self-concept. English conversational and reading proficiency data were available for the ELLs. Results indicated that math performance for the ELLs increased with English-reading proficiency in a nonlinear manner. ELLs’ English-reading proficiency predicted math test scores, progress in the online math tutorial, and math self-concept.
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