Using Concurrent Verbalization to Measure Math Comprehension
| dc.contributor.advisor | Tindal, Gerald | en_US |
| dc.contributor.author | Lambeth, Cathryn | en_US |
| dc.creator | Lambeth, Cathryn | en_US |
| dc.date.accessioned | 2012-10-26T04:03:38Z | |
| dc.date.available | 2012-10-26T04:03:38Z | |
| dc.date.issued | 2012 | |
| dc.description.abstract | The current study investigated variability in student performance on a concurrent verbalization measure based on a grade-level sample math word problem and sought to determine to what extent the variability in verbalization scores is related to scores on a reliable measure of reading (DIBELS Next) and math (easyCBM) and to student factors (e.g. sex, grade, economic status). In light of the 2014 implementation of the Common Core State Standards and related measures of student performance, both of which contain components of language in mathematics curriculum and assessment, it was the intent of this study to identify factors associated with verbalization on sample math word problems that could be correlated with student performance on reliable, commonly used assessments of reading and math. The sample for analysis included 105 intermediate-grade students from one elementary school in the Pacific Northwest. Results support a relation between students' verbalizations about math word problems and benchmark assessments in reading and math. Limitations of the study, considerations for future research, and implications for practice are discussed. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/12421 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | University of Oregon | en_US |
| dc.rights | All Rights Reserved. | en_US |
| dc.subject | Concurrent verbalization | en_US |
| dc.subject | Elementary | en_US |
| dc.subject | Math comprehension | en_US |
| dc.subject | Think-alouds | en_US |
| dc.title | Using Concurrent Verbalization to Measure Math Comprehension | en_US |
| dc.type | Electronic Thesis or Dissertation | en_US |
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