Reading Proficiency and Mathematics Problem Solving by High School English Language Learners

被引：41
|
作者：
Beal, Carole R. [1 ]
Adams, Niall M. [2 ]
Cohen, Paul R.
机构：
[1] Univ Arizona, Cognit Sci Program, Tucson, AZ 85721 USA
[2] Univ London Imperial Coll Sci Technol & Med, London SW7 2AZ, England
来源：
URBAN EDUCATION | 2010年 / 45卷 / 01期
关键词：
English learners; mathematics; computer-assisted instruction; GENDER-DIFFERENCES; HELP-SEEKING; MOTIVATION; SELF;
D O I：
10.1177/0042085909352143
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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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页码：58 / 74
页数：17
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