Education Commons^™

Comprehension Strategies Of Two Deaf Readers, Sue Livingston

Publications and Research

Strategies for reading comprehension used by two deaf college students as they discussed assigned readings with their teacher and classmates are here shown in examples categorized, tallied, and compared. Both were active users of strategies, and their pattern of strategy use was similar: interpreting, questioning, paraphrasing, and integrating were the strategies most used. The student reader who preferred expressing and receiving English-like sign manifested a higher proportion of inaccurate interpretations and paraphrases than did the student reader who preferred receiving and expressing American Sign Language (ASL), primarily because the former was unfamiliar with written linguistic cues and conventions of narrative …

Does Our Complex Writing Lower Test Scores On Mathematics Word Problems?, William (Bill) H. Williams, Sandra P. Clarkson

Publications and Research

ABSTRACT: In this paper, we describe one of a series of studies at Hunter College to determine whether students' reading proficiency affects their performance on mathematics "word" problems. Based on this study, we reached some specific conclusions:

1. Reading ability is a separate, quantifiable factor which impacts the performance of all students on mathematics word problems.

2. Less complex writing leads to better results on word problems for all students.

3. Less complex writing leads to even more improvement in test results for “weaker” readers [those needing reading remediation] than for “average” readers [those exempting reading remediation].

Burnout In Teachers: Is It Burnout Or Is It Depression?, Irvin Sam Schonfeld

Publications and Research

No abstract provided.