Running head: EXPOSITORY ESSAY Expository Paper Cristina Flores University of St. Thomas February 19, 2015EXPOSITORY PAPER Integrating instruction across content areas wé in the math classroom. Much like reading, math pr The National Council of Teachers#f English (NCTE} content areas (Carter & Dean, 2006). The NCTE al: yuld be beneficial when instructing students ‘blem solving is part of our everyday lives. supports the integration of reading skills in believes that “No matter what she subject, (39030) the people who read it, write it, and talk it are the one who lear it best” Thesis is crucial that teachers incorporate reading strategies sucl strategies, read alouds, # dis math problem solving. Reading requires a variety of components th: in the development of the reading process. The i learning how to read, work in a holistic way that allo Nokia ¢ as: vocabulary instruction, questioning sions to better mathematical reading comprehension during 1 are difficult to comprehend but necessary tegration of the diverse components when 1s for students to develop other components Roc ance such as fluency and comprehension. Bashir and Hoak (2009) believe that in order for students to pane comprehend what they are reading, they need to dec orthographic patterns. Fluency includes reading wit de, name letters accurately, and understand automaticity, speed, word recognition rate, and rate at which student process information (Beshirk Herok{2009). This means students are able to decode automatically and effortlessly (Cartel related to comprehension, students who struggle wit and not necessarily understanding the word problem & Dean, 2006), Since fluency is directly fluency spend a lot of effort decoding tex! shen reading. Another important component in reading development is vocabulary. The understanding of math involves many technical terms specific to c also concluded that many terms in math io paragraph than other content areas (2006). Findings 1a big challenge for students since many of the words nntent (Carter & Dean, 2006). Research has contain more concepts per sentence and also suggest that high stakes testing include may be used in different contexts (Pieree & er ae gEXPOSITORY PAPER Fontaine, 2009), This requires students sna ‘of multiple meaning words and the use of context clues in order to determine meaning of wor to words, it also includes symbols and abbfeviation: the use of symbols and abbreviations can pose a bit . Quinnell and Carter (2013) explain how challenge for students who are expected to, express word problems into mathematical expressions, Mathematical symbols and abbreviations have multiple meanings depending on the context th are used in. ‘The use of prior-knowledge is used in reading to make inferences and enable students to make connections between what they know and int often tap into students’ prior knowledge in ord: interacting with text, Students use clues such understanding text genre to predict what books migh during, and after engaging with text. This skill i “Mathematics relies heavily on conceptual underst mation within the text. Literacy teachers for them to construct meaning before the organization of text, pictures, and 1 be about. This skill is often used before, especially important in math instruction. inding; therefore, an effective reader must have a clear understanding of mathematical concepts, how they build on one another; and how they are related” (Carter & Dean, 2006, p.129). whe Understanding how text is organized is anothi to comprehend text not only in reading but in writin using facts and opinions, problem and solution, st component that allows students the ability as well. Reading text may be organized by use and effect, comparing and contrasting information or using sequence. Graphic organizers are a tool used to help scaffold information in order to determine how text is organized. students need to be able to distinguish important i math directionality of text may be organized in mul be organized in charts, tables, graphs, and number li hen comprehending math word problems, formation from irrelevant information. In iple ways, For example, information might es. Halladay and Neumann (2012) believe . Vocabulary in math is not only restricted Nok 24 ope o > sy Hs 2 yi \\ &)EXPOSITORY PAPER that students who can make sense of the organ understandingword problems. Prior-knowledge hel crucial in solving the problem without distractions, Metacognition allows students to think about their comprehension during reading helps studer Neumann, 2012). Literacy teachers model differe: text does not make sense. When teaching math problem solving, incorporating self-monitoring strategies would benefit students in checking for reasonableness. Math teachers can incorporate and model different self-monitoring strategies throt questions (Halladay & Neumann, 2012). Swanson, zation of this information have a better s students/focus on the information that is their own learning. Students who monitor 4 oi 7 igh the use of discussions and scaffolding gow oe —~ A Sp foran, Lussier, and Fung (2013),)have also = is correct their own errors (Halladay & reading strategies, such as rereading when conducted several studies and have concluded that verbal and visual strategies can be important tools in helping students when problem solving. Language Learners (ELL’s) and students with leaming disabilities. ‘Math problem solving may not be an easy ta task for students with reading difficulties. The inte during math instruction can help deepen students Although a great idea, it too requires for teacher Research indicates that many mathematics teachers integrating reading strategies during math instructio content across different subjects can have impli mathematics teachers can include the teaching of reading within math classrooms. This is especia}ff important with English for all students and an even more difficult ration of reading comprehension strategies understanding of math and their learning. to be trained in proving literacy support. lack the training needed and confidence in . = (Carter & Dean, 2006). The integration of ations that may require attention beforeEXPOSITORY PAPER Work Jom T., & Dean, E (2005) aemaseessven a ¥ reading, or both? Reading Psychology, 27(2), 127- Kajamies, A., Vauras, M., & Kinnunen, R. (2010). I word problem solving. Scandinavian Journal of! doi:10.1080/00313831.2010.493341 Griffin, C. C., & Jitendra, A. K. (2009). Word proble! \ grade mathematics classrooms. Journal of Ei fromhttp://ezproxy.stthom.edu:2048/login?ur=hi ( Halladay, J. L., & Neumann, M. D. (2012). Connecti ttrued&db=a9h& AN=35608372&site=chost-live Reading Teacher, 65(7), 471-476. doi:10.1002/T! “Meyer, K. (2014). Making meaning in mathematics teaching approach, Australian Journal of Langu: http://ezproxy.stthom.edu:2048/login?ur!=http:// e&db=a9hS&AN=962561348&site=chost-live fone L., Moran, A., Lussier, C., & Fung, W6 | yw ey wn for grades S~11: Teaching mathematics, ted 146, doi:10.1080/02702710600640248 tructing low-achievers in mathematical :ducational Research, 54(4), 335-355. m-solving instruction in inclusive third- jonal Research, 102(3), 187-202. Retrieved itp://search.ebscohost,com/login.aspx?direc ig reading and mathematical strategies. -TR.01070 blem-solving using the reciprocal ¢ & Literacy, 37(2), 7-14. Retrieved from search. cbscohost.com/login.aspx?direct=tru ea) (2014), The effect of explicit and direct generative strategy training and working memory on word problem-solving aocureey in children at risk for math difficulties. Learning Di doi:10.1177/0731948713507264 /__ Swanson, H, L», Orosco, M. J. & Lussier, C. M. (20 instruction for children with serious problem-sol 80(2), 149-168, Retrieved from isability Quarterly, 37(2), 111-123. \ 4). The effects of mathematics strategy jing difficulties. Exceptional Children, V yo )