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Learning to read and reading to learn: The relationship between Scholastic Reading Inventory scores and CAS mathematics achievement tests scores
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Learning to read and reading to learn: The relationship between Scholastic Reading Inventory scores and CAS mathematics achievement tests scores
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Dissertation
Learning to read and reading to learn: The relationship between Scholastic Reading Inventory scores and CAS mathematics achievement tests scores
2014
Overview
The purpose of this quantitative, correlational study was to investigate the relationship between reading scores, as measured by the Scholastic Reading Inventory (SRI), and math achievement scores on the State's Comprehensive Assessment System (CAS) test for students enrolled at an urban middle school. This study examined the individual performance of a cohort of students over a two-school year period, 2011-2012 and 2012-2013. The sampling included 100 eighth grade middle school students, all of which possessed both variables of the study for the two academic school years. The scholastic reading inventory scores and CAS math scores were converted to identify a student's below-, on-, or above-grade level status. Both a scatter plot, a chart on which the variables are placed to provide a visual representation of their relationship, and the Pearson r correlational test displayed there is a significant correlation between SRI and CAS mathematic scores earned in 2011-2012 and 2012-2013. Further, statistical findings highlighted a moderate, positive association existed between reading and mathematics scores obtained in 2011-2012 and 2012-2013. A moderate, positive relationship was identified among reading scores and below-, on-, and above-grade level mathematics performance; yet, the above-grade level moderate correlation proved not to be a statistically significant difference. The study's findings supported the theoretical context utilized as underpinning of the research study, as Thorndike and Woodworth (1901) indicated learning acquired in one context supported the learning in another context. Additionally, this study's findings provided educators with tangible strategies to improve students' mathematical performance, while concretely focusing on the bottom lines of education, shrinking school budgets and improved student achievement.
Publisher
ProQuest Dissertations & Theses
Subject
ISBN
9781321050073, 1321050070
