An Examination of the Relationship between Computation, Problem Solving, and Reading

Autor/inn/en	Cormier, Damien C.; Yeo, Seungsoo; Christ, Theodore J.; Offrey, Laura D.; Pratt, Katherine
Titel	An Examination of the Relationship between Computation, Problem Solving, and Reading
Quelle	In: Exceptionality, 24 (2016) 4, S.225-240 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2015.1064418
Schlagwörter	Computation; Problem Solving; Grade 3; Elementary School Students; Rural Schools; Mathematics; Mathematics Instruction; Mathematics Tests; Curriculum Based Assessment; Measurement; Structural Equation Models; Screening Tests; Mathematics Achievement; Mathematical Concepts; Mathematics Skills; Test Items; Reading Skills; Statistical Analysis; Maximum Likelihood Statistics; Minnesota; Minnesota Comprehensive Assessment + Suchen Sie Ihr Suchwort? Problemlösen; School year 03; 3. Schuljahr; Schuljahr 03; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Mathematik; Mathematics lessons; Mathematikunterricht; Messverfahren; Screening-Verfahren; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Test content; Testaufgabe; Reading skill; Lesefertigkeit; Statistische Analyse
Abstract	The purpose of this study is to evaluate the relationship of mathematics calculation rate (curriculum-based measurement of mathematics; CBM-M), reading rate (curriculum-based measurement of reading; CBM-R), and mathematics application and problem solving skills (mathematics screener) among students at four levels of proficiency on a statewide test. It was hypothesized that CBM-M provides insufficient information to make good screening decisions and that other measures with content more similar to that of large-scale tests of mathematics would function to improve screening. One hundred and seventy students in third grade from a rural elementary school in the Midwestern United States participated. Structural equation modeling was used to evaluate direct, mediator, and latent growth models. In general, CBM-R mediated the relationship between the mathematics ability screener and passing the state assessment, while CBM-M did not have any significant paths within these models. Results are discussed in terms of the utility of CBM-M and CBM-R procedures in screening for success on state test performance in mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01