Research Presentation
good-student-2014
example_1_3.pptx
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.
Conclusion
Purpose
This study’s primary purpose was to examine the relative contribution of social-behavioral predictors to reading and math skills.
Hypothesis
The early social-behavioral functions is related later academic skills.
Article #2 Longitudinal Predictors of Reading and Math Trajectories Through Middle School for African American Versus Caucasian Students Across Two Samples
Design
It is a co-relational study
The researcher attempts to identify the relationship between early reading and Mathematical ability of elementary school children’s for 1st grade to 9th grade students
The research sample groups based was formulated based on education level of mothers.
Participants
Sample size-1,364
Age range- 1rd to 9th grade students
Equal representation of Boy’s and girl’s
Ethnic breakup of sample
Caucasian
African American
Result
Reading out come
Early reading, mathematics, and expressive language skill are positively related to later reading skill.
Social skills, aggressive behavior and attention were not related to later reading growth.
Inverse relation between early mathematics skill related to later reading skill.
Results
Mathematic out come
Early expressive language skill is positively related to lather mathematic scores.
No significant evidence of early social skills positively related to later mathematics ability.
Early reading and early mathematics skills both positively related to later mathematics outcome.
Significant correlation found between early internalizing behavior and later mathematics skill.
Conclusion
Early expressive language has positive influence on early reading and later mathematical skills.
Theoretical perspective
Mathematical skill is a combination of different intelligence
Naturalist Intelligence (“Nature Smart”)
It is the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations).
Logical-Mathematical Intelligence (Number/Reasoning Smart)
Logical-mathematical intelligence is the ability to calculate, quantify, consider propositions and hypotheses, and carry out complete mathematical operations.
Linguistic Intelligence (Word Smart)
* Linguistic intelligence is the ability to think in words and to use language to express and appreciate complex meanings.
Spatial Intelligence (“Picture Smart”)
Spatial intelligence is the ability to think. The Core capacities include mental imagery, spatial reasoning, image manipulation, graphic and artistic skills, and an active imagination.
Further Questions
Does all children’s with early reading ability could have strong mathematical skills?
Why some children’s are interested in mathematics and some are not?
In human life does linguistic ability or mathematical ability begins first?
Evaluation Rubric for Research Presentation
Total Assignment = 100 pts (=23% of course grade) 10 pts -- Your research question/ appropriate selection of articles and presentation length--total presentation should be no shorter than 20 and no longer than 40 slides 45 pts -- Summary of each study; please include for each study the following. a. Purpose of Study--what are the study's research questions? (6 pts) b. Design --First, answer this question: is this study experimental?, quasi-experimental?, or correlational? Experimental=are there randomly assigned groups that were treated differently?, Quasi-Experimental--are there groups that naturally occurred--e.g., smokers vs. non-smokers--that were treated differently by the researcher?, Correlational--a group is described and the results show differences among the group members? Second, IF the study has a developmental focus, analyze the developmental design: cross-sectional, longitudinal, or sequential. (6 pts) c. Methods--include participants, materials/instruments, data collection techniques, and data analysis techniques. After summarizing the methods, analyze what the researchers did in terms of the criteria of 1) objectivity, 2) reliability, 3) validity, 4) representative sampling, and 5) replication. (21 pts) d. Findings--look for information indicating significant differences--connect the findings back to the research hypotheses. The findings should be contained in the Results section of the paper (6 pts) e. Conclusions--summary of authors' interpretations from Discussion section (6 pts) 15 pts--Theoretical Perspective--what are the researchers' (probably implicit) perspectives on human development?--defend your decisions for each study with reasons (from the purpose, design, data collection and analysis, results, and interpretation); you should 1) identify (2 pts), 2) explain (5 pts), and 3) defend (8 pts) whether the perspective of each study is organismic, cognitive-developmental, cognitive-learning, behavioral, psychodynamic, contextual, or humanistic. If possible to determine the specific theory being tested by the study, further analyze the origins of the developmental approach being used. Be sure to defend your point of view. 15 pts -- Take Home Message--having read these two studies (notice this is a comparative analysis), what do you now believe? (=conclusions, 5 pts) What other questions do you have? (=future research questions, 5 pts) What can you not know for sure? (=limitations, 5 pts) 15 pts -- Communicative Effectiveness a. Presence of a brief introduction and conclusion (2 pts) b. Does paper flow? (please use headings) (3 pts) c. Are words misspelled or used incorrectly, are subject-verb agreements correct? (4 pts) d. Correct use of in-text citation (e.g., refer to studies by the authors' last names and year of publication)--please note that the only proper way to refer to a study in formal writing is by the last names of the authors and the year of publication. No article titles should appear in the narrative. (3 pts) e. Style of references (3 pts) For both d. and e. please follow the APA Manual of Style, 6th ed. An APA tutorial is available under the Cunningham Memorial Library's home page (see online tutorials).
