Early Childhood Reading Influence Among Elementary School
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Early Childhood Reading Influence Among Elementary School
Does Early Childhood Reading Influence Mathematics Achievement among elementary school children’s
Jiss Mathew
EPSY 621
November 13th, 2013
Dr. Linda Sperry
Grimm, K. J. (2008). Longitudinal associations between reading and mathematics achievement. Developmental Neuropsychology, 33(3), 410-426.
Hooper, S. R., Roberts, J., Sideris, J., Burchinal, M., & Zeisel, S. (2010). Longitudinal predictors of reading and math trajectories through middle school for african american versus caucasian students across two samples. Developmental Psychology, 46(5), 1018-1029.
Comparative Analysis
Summary
Purpose
Identify relationship between early reading and Mathematical achievements
Hypothesis
Children who read well in the early grade will have higher achievement in Mathematic compared to children who do engage in early reading.
Article #1 Longitudinal Associations Between Reading and Mathematics Achievement
Design
It is a co-relational study
The researcher conducted the study and identify relationship between early reading and Mathematical ability of elementary school children’s
Method
The researcher compared sample groups based on the ethnicity.
Source of achievement measure- Iowa Test of Basic Skills (ITBS); a standardized measure developed at the University of Iowa
Participants
Sample size-46,373
Age range- 3rd to 8th grade students
Number of boys- 24,098
Number of girls- 22,275
Ethnic breakup of sample
African-American- 25,799, 56% of sample
Hispanic- 14,200, 31% of sample
White/Non-Hispanic -4,936, 11% of sample
Asian- 1,342, 3% of sample
Native Americans- 96, <1% of sample
The students’ third grade reading achievement scores were positively related to the rate of change for each mathematics
component to varying degrees.
The strongest effect was for Problem, Solving and Data Interpretation, followed by Math Concepts and Estimation, and Mathematical Computation.
Results
Early reading does have influence in applications and conceptual understanding of mathematics, same time early reading does not influence in performing mathematical operations.
Mathematics achievement involves the use of a diverse collection of skills such as reasoning, executive functioning, working memory, short-term memory, processing speed, and phonological processing.
Students who have greater reading capacity in third grade tended to show greater increases in mathematics skills for a given level of early mathematics achievement.
Early Childhood Reading Influence Among Elementary School
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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