The Cognitive Correlates of Third-Grade Skill in Arithmetic
It appears that arithmetic (especially the solving of word problems) is affected by how well students understand language. Children learn language by hearing others speak. Brophy and Evertson (1976), for example, report that a systematic pattern is a good way to help beginning readers. Zemelman, Daniels, and Hyde (1988) believe that new and different reading activities are the key to helping beginning readers. In looking at language skills and reading in the classroom, Cooper (1982) discusses the acquisition of language and its importance to arithmetic and other issues. While there is no complete consensus on how students acquire language, it is believed that there are three factors-biological forces, interaction with adults, and natural curiosity. Those same forces are there in learning to read as well, and those forces can also be extended to the learning of arithmetic and the ability to solve word problems adequately. Without the ability to read well and comprehend what is being read, word problems are very difficult for the student to understand. When they have trouble understanding them, they also have trouble completing them correctly, and therefore their grades suffer in their arithmetic classes. I
The students must also be interested in paying attention to what they are learning. Students were also examined in order to determine how well they performed on tests that measured their language abilities, their sight word efficiency, and other factors that they would need to examine with their path analysis that they chose to use in the study. According to Purkey (1984), in order to teach a child, one has to be able to reach the child. This was determined via a path analysis method. Discussion Biological forces come into play in that genetics often play a part in a student's academic career. This kind of reading is much more interesting to students than rote memorization and phonics, and will likely foster a stronger interest in continuing to read beyond what is required (Learning, 2). In other words, they are taught to read for comprehension. In other words, if the students were able to see the concepts, they paid attention, and they were good at language skills, they had higher scores when it came to arithmetic as well. Method of Study The Fuchs, et al (2006) study method involved the scores that the students had attained on various arithmetic tests as well as the comments given by their teachers based on whether they appeared to be paying attention or whether they were involved in inattentive behaviors during the time that they were being given instruction related to arithmetic. It was also seen that, if the students were able to do well in the areas of concept formation, nonverbal problem solving, language, and sight word efficiency, they would show higher scores in the areas of arithmetic, algorithmic computation, and word problems (Fuchs, et al, 2006). The speed at which students processed information and the phonological decoding that they were able to employ were also important aspects in how well these students performed on the tests that they were involved with. Students who are read to by their parents or other adults from a young age are much more likely to want to read to themselves, and their language comprehension will therefore carry over in the arithmetic arena as well.
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