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The Effect of the Three Reads Strategy on the Story Problem Solving Skills of Middle School Students Who are Deaf/Hard of Hearing.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Effect of the Three Reads Strategy on the Story Problem Solving Skills of Middle School Students Who are Deaf/Hard of Hearing./
Author:	McCoy, Grace D.
Description:	1 online resource (67 pages)
Notes:	Source: Masters Abstracts International, Volume: 84-09.
Contained By:	Masters Abstracts International84-09.
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9798377605720

The Effect of the Three Reads Strategy on the Story Problem Solving Skills of Middle School Students Who are Deaf/Hard of Hearing.
McCoy, Grace D.

The Effect of the Three Reads Strategy on the Story Problem Solving Skills of Middle School Students Who are Deaf/Hard of Hearing. - 1 online resource (67 pages)

Source: Masters Abstracts International, Volume: 84-09.

Thesis (M.S.)--Minot State University, 2023.

Includes bibliographical references

This study examined the effectiveness of the Three Reads strategy for deaf and hard of hearing (DHH) middle school students using it to solve arithmetic story problems. On standardized and state assessments, a majority of students who are DHH have low scores on arithmetic story problems, and many teachers are looking for effective strategies to improve their students' math story problem-solving skills. The literature offered limited strategies utilized to teach math story problems to students who are DHH; however, the Three Reads strategy is effective for other, different types of students, and the possibility of its effectiveness with students who are DHH is plausible. Six middle school deaf students attending the state School for the Deaf in a midwestern state were selected to participate in this pre-post test study to examine the impact of the Three Read strategy on the students' math story-problem solving skills. The results showed that all students improved their scores after being taught to use the Three Reads Strategy, students who were reading on grade level benefited the most. Directions and recommendations for further research tied to teaching story problems are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798377605720Subjects--Topical Terms:

567627
Special education.
Subjects--Index Terms:

Deaf and hard of hearingIndex Terms--Genre/Form:

554714
Electronic books.

The Effect of the Three Reads Strategy on the Story Problem Solving Skills of Middle School Students Who are Deaf/Hard of Hearing.
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520 $a This study examined the effectiveness of the Three Reads strategy for deaf and hard of hearing (DHH) middle school students using it to solve arithmetic story problems. On standardized and state assessments, a majority of students who are DHH have low scores on arithmetic story problems, and many teachers are looking for effective strategies to improve their students' math story problem-solving skills. The literature offered limited strategies utilized to teach math story problems to students who are DHH; however, the Three Reads strategy is effective for other, different types of students, and the possibility of its effectiveness with students who are DHH is plausible. Six middle school deaf students attending the state School for the Deaf in a midwestern state were selected to participate in this pre-post test study to examine the impact of the Three Read strategy on the students' math story-problem solving skills. The results showed that all students improved their scores after being taught to use the Three Reads Strategy, students who were reading on grade level benefited the most. Directions and recommendations for further research tied to teaching story problems are discussed.
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