Improving Reading to Improve Math

Arthur Glenberg, Jonathan Willford, Bryan Gibson, Andrew Goldberg, Xiaojin Zhu

Research output: Contribution to journalArticlepeer-review

20 Scopus citations

Abstract

Reading provides information across the curriculum. Thus, to the extent that fundamental (i.e., generalizable) reading comprehension strategies can be taught, the benefits should be found in multiple domains. To test this claim, children in the third and fourth grades read by simulating text content using the two-part, embodied Moved by Reading intervention. While reading six initial texts, children literally manipulated pictures on a computer screen to simulate sentence content; next, for additional texts the children imagined the manipulation of the pictures. These additional texts were in the form of mathematical story problems. Compared to a control condition, children using Moved by Reading solved more problems correctly, and this improvement is mainly attributed to a 35% reduction in the use of irrelevant numerical information in solution attempts. Thus, Moved by Reading teaches a fundamental strategy that encourages the sense-making that can aid mathematical story problem solution.

Original languageEnglish (US)
Pages (from-to)316-340
Number of pages25
JournalScientific Studies of Reading
Volume16
Issue number4
DOIs
StatePublished - Jul 1 2012

ASJC Scopus subject areas

  • Education
  • Psychology (miscellaneous)

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