Date of Award
1-19-2017
Document Type
Thesis
Degree Name
Communication Disorders, MCD
First Advisor
Joy Good
Committee Members
Arianne Pait; Christina Akbari; Mike McDaniel
Call Number
LD 251 .A566t 2016 W38
Abstract
The purpose of this study was to investigate whether participation in an after-school literacy program utilizing the Barton Reading & Spelling System® (BRSS; Barton, 2000; Barton, 2002) would significantly affect mathematics skills as measured by total mathematics scores on a state-mandated testing assessment. The study consisted of 38 age- and gender-balanced participants categorized into an experimental or control group based on participation in the after-school program. Independent samples t tests and a paired samples t test were used to analyze test score differences for the first (Year 1) and second (Year 2) testing opportunities after exposure to the BRSS program. The results indicated no significant differences between groups for Year 1 or Year 2 testing. Additional findings indicated significant growth in scores for control participants whereas the experimental group’s scores did not increase significantly. Findings suggested additional research would be necessary to support a significant relationship between literacy and math skills.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Watkins, Twana R., "The Influence of Literacy Intervention on Mathematics Performance" (2017). Student Theses and Dissertations. 601.
https://arch.astate.edu/all-etd/601
