Show simple item record

dc.contributor.authorHargrove, Tinkhani Usheen_US
dc.date.accessioned2017-04-30T06:00:17Z
dc.date.available2017-04-30T06:00:17Z
dc.date.issued2015-11-06en_US
dc.identifier.othervt_gsexam:6536en_US
dc.identifier.urihttp://hdl.handle.net/10919/77543
dc.description.abstractHow well students perform in mathematics and sciences continues to be a measure of a country's worth (Conference Board of the Mathematical Sciences [CBMS], 2012). Nations that want an educated citizenry have consistently studied ways in which to improve performance in mathematics (Claessens and Engel, 2013; Dearing et al., 2012; Draper and Siebert, 2004). More and more researchers have examined the relationship reading has on mathematics performance (Grimm, 2008; Halaar, Kovas, Dale, Petrill, and Plomin, 2012). This study was an effort to contribute to this growing body of knowledge. Therefore the purpose of this study was to examine what relationship exists between reading and mathematics and whether early reading performance could predict subsequent mathematics performance as measured by the Virginia Standards of Learning Assessments. Using a sample of students from a Virginia high school, this quantitative study utilized Virginia Standards of Learning (SOL) tests as instruments and Chi-square Test of Association as the analysis to address the research questions: 1. What is the relationship between Virginia Standards of Learning (SOL) reading performance and SOL mathematics performance at each grade level in Grade 3 through Grade 8? 2. What is the relationship between SOL reading performance in Grade 3 and subsequent performance on Virginia SOL End-of-Course Algebra I assessment? 3. To what extent does SOL reading performance in Grade 3 predict subsequent performance on Virginia SOL End-of-Course Algebra I assessment? Virginia SOL reading performance was found to be associated with mathematics performance at each grade level. Reading performance at Grade 3 was not found to be associated with Algebra I EOC performance. Grade 5, Grade 6, Grade 7, and Grade 8 reading performance were all found to be associated with Algebra I EOC performance. As a limitation, this study utilized data from assessments designed to assess the 2001 Virginia SOL standards, which have since been updated. Therefore should be replicated using the current standards. The results of this study could be used to assist teacher leaders, principals, division leaders, and teacher preparation program leaders with working with teachers to address reading and mathematics deficiencies in a different way.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsThis Item is protected by copyright and/or related rights. Some uses of this Item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectreadingen_US
dc.subjectmathematicsen_US
dc.subjectAlgebra I successen_US
dc.subjectstandards of learningen_US
dc.subjectmathematics achievementen_US
dc.subjectcontent literacyen_US
dc.subjectpredicting math outcomesen_US
dc.titleCan I Do Math If I Can't Read? - The Relationship Between Reading and Mathematics Standards of Learning Assessments in One High School In Virginiaen_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreeEDDen_US
thesis.degree.nameEDDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Leadership and Policen_US
dc.contributor.committeechairCash, Carol Sen_US
dc.contributor.committeememberMallory, Walter Den_US
dc.contributor.committeememberFisher, Catherine Seamanen_US
dc.contributor.committeememberPrice, Ted Sen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record