“It has taken researchers decades to understand the fundamental difficulties of reading, and we are now at the place with math research where reading researchers were 20, 30 years ago” (Mazzocco, 2003, director, Math Skills Development Project). Reading English in the “mathematics register” requires different mental activities than reading natural language texts. This literature-based research project examines multiple factors that influence successful word problem comprehension and translation to mathematical representation in grades 5-8. Extensive research from the late 1980s to early 2004, using a variety of databases, including DIALOG, are linked to Hembree’s (1992) meta-analysis of 487, K-12 studies (335 grades 5-8), from the 1920s through 1980s. Review of studies explore the effectiveness of reading, developmental readiness, low performers, English language learners, students with learning disabilities, No Child Left Behind (NLCB) Act, and teacher preparedness from a constructivist-information-processing perspective. The author concludes with recommendations for “Best Practices.”
","abstract_html":"<p>“It has taken researchers decades to understand the fundamental difficulties of reading, and we are now at the place with math research where reading researchers were 20, 30 years ago” (Mazzocco, 2003, director, Math Skills Development Project). Reading English in the “mathematics register” requires different mental activities than reading natural language texts. This literature-based research project examines multiple factors that influence successful word problem comprehension and translation to mathematical representation in grades 5-8. Extensive research from the late 1980s to early 2004, using a variety of databases, including DIALOG, are linked to Hembree’s (1992) meta-analysis of 487, K-12 studies (335 grades 5-8), from the 1920s through 1980s. Review of studies explore the effectiveness of reading, developmental readiness, low performers, English language learners, students with learning disabilities, No Child Left Behind (NLCB) Act, and teacher preparedness from a constructivist-information-processing perspective. The author concludes with recommendations for “Best Practices.”</p>","abstract_has_math":false,"creators":["Tompkins, Judith C."],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-01-01T08:00:00Z","date_published":"2004-01-01T08:00:00Z","updated_at":"2026-07-24T02:05:06Z","subjects":["Education","middle school","mathematics","problem solving"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-print-theses/227","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Tompkins, Judith C."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","middle school","mathematics","problem solving"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-print-theses/227"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["“It has taken researchers decades to understand the fundamental difficulties of reading, and we are now at the place with math research where reading researchers were 20, 30 years ago” (Mazzocco, 2003, director, Math Skills Development Project). Reading English in the “mathematics register” requires different mental activities than reading natural language texts. This literature-based research project examines multiple factors that influence successful word problem comprehension and translation to mathematical representation in grades 5-8. Extensive research from the late 1980s to early 2004, using a variety of databases, including DIALOG, are linked to Hembree’s (1992) meta-analysis of 487, K-12 studies (335 grades 5-8), from the 1920s through 1980s. Review of studies explore the effectiveness of reading, developmental readiness, low performers, English language learners, students with learning disabilities, No Child Left Behind (NLCB) Act, and teacher preparedness from a constructivist-information-processing perspective. The author concludes with recommendations for “Best Practices.”
"]},{"key":"dc:title","label":"Title","values":["Effective Mthematics Word Problem Reading Strategies: For Inclusive Middle School Classrooms"]}]}],"canonical_facts":{"dc:creator":["Tompkins, Judith C."],"dc:description.abstract":["“It has taken researchers decades to understand the fundamental difficulties of reading, and we are now at the place with math research where reading researchers were 20, 30 years ago” (Mazzocco, 2003, director, Math Skills Development Project). Reading English in the “mathematics register” requires different mental activities than reading natural language texts. This literature-based research project examines multiple factors that influence successful word problem comprehension and translation to mathematical representation in grades 5-8. Extensive research from the late 1980s to early 2004, using a variety of databases, including DIALOG, are linked to Hembree’s (1992) meta-analysis of 487, K-12 studies (335 grades 5-8), from the 1920s through 1980s. Review of studies explore the effectiveness of reading, developmental readiness, low performers, English language learners, students with learning disabilities, No Child Left Behind (NLCB) Act, and teacher preparedness from a constructivist-information-processing perspective. The author concludes with recommendations for “Best Practices.”
"],"dc:identifier":["https://scholar.dominican.edu/education-print-theses/227"],"dc:subject":["Education","middle school","mathematics","problem solving"],"dc:title":["Effective Mthematics Word Problem Reading Strategies: For Inclusive Middle School Classrooms"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:05:06Z"}