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Description

A sequential mixed methods study examined the relationship between reading ability and standards-based mathematics achievement. Hypotheses were tested using archived SRI and GCRCT data taken from 279 sixth grade students and four teacher interviews. Results indicated that reading ability had a statistically significant relationship with standards-based mathematics achievement.

Publication Date

2013

City

Minneapolis, MN

Keywords

research symposium

Disciplines

Physical Sciences and Mathematics

The Relationship Between Reading Ability and Standards-Based Mathematics Achievement

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