Reading proficiency and mathematics problem solving by high school english language learners

Carole R. Beal, Niall M. Adams, Paul R. Cohen

Research output: Contribution to journalArticle

30 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)58-74
Number of pages17
JournalUrban Education
Volume45
Issue number1
DOIs
StatePublished - Jan 1 2010

Keywords

  • Computer-assisted instruction
  • English learners
  • Mathematics

ASJC Scopus subject areas

  • Education
  • Urban Studies

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