The information on this page can help you greatly impact and improve STEM scores for students in your community.
Improving Academic Achievement in Science, Technology, Engineering and Mathematics Starts with Improving Reading Proficiency
Reading, writing, and mathematics are, or should be, inseparable. Reading and writing activities can help students analyze, interpret and communicate mathematical ideas. These are skills needed to evaluate sources of information and the validity of the information itself, a key competency for mathematically literate citizens. Click to view the STEM leverage summary page.
Introduction
Despite our nation’s best efforts to improve academic achievement, far too many students are under-performing, especially under-resourced, minority students. This includes science, technology, engineering and math (STEM) subject areas as well as reading. There are multiple reasons for a given student not performing well in math and science. Reading proficiency is foundational to academic success, including math and science. A poor reader is also likely to be weak in math and science.
A significant portion of STEM instruction requires good reading skills. The underlying causes of poor reading skills often also cause poor performance in STEM classes. Improving reading proficiency is therefore foundational to improving math and science achievement.
The reading of a mathematics text is far more complex than simply being able to read the words on the page. It is about comprehending the mathematical ideas being put forward. Noonan, J. (1990). “Readability problems presented by mathematics text.” Early Child Development and Care, 79.
The Gap for Under-resourced, Minority Children
In the 2009 NAEP Report, at all three measured grade levels (4th, 8th and 12th), lower-income students who were eligible for free- and reduced-price lunches had lower reading scores, on average, than students who were not eligible. In 2009, differences in performance were 26 points in the fourth grade, and 24 points in the eighth gradeand 21 points in twelfth grade. http://www.childtrendsdatabank.org/sites/default/files/29_Tab01.pdf
Students who are competent readers, as measured by their performance on reading tests, are more likely to perform well in other subjects, such as math and science.
Hyde, Arthur. (2007) “Mathematics and Cognition. Education Leadership Vol. 65 Issue 3, p 43-47. Jordan, W.J., & Nettles, S.M. (1999). How Students Invest Their Time Out of School: Effects on School Engagement, Perceptions of Life Chances, and Achievement. Report No. 29. Washington, D.C.: Center for Research on the Education of Students Placed At Risk. http://www.csos.jhu.edu/crespar/techReports/Report29.pdf
Carnine, Linda, and Carnine, Douglas. (2004). “The Interaction of Reading Skills and Science Content Knowledge When Teaching Struggling Secondary Students.” Reading and Writing Quarterly 20: 203-218.
Improving Reading Proficiency
Our education system is designed so students learn to read by the end of 3rd grade; then they are expected to read to learn from 4th grade on. Failing to become a proficient reader by end of 3rd grade is a disaster for students and the education system. Over 70% of poor readers in 3rd grade never catch up (http://ready4reading.org). The system is not designed to teach reading from 4th grade on so poor readers fall between the cracks or drag down other learners as teachers have to devote an inordinate amount of time trying to catch up limited learners.
The research of Dr. Joseph K. Torgesen has proven beyond any doubt that most reading difficulties can be prevented. Click here to learn more.
The Kennewick school district in the state of Washington developed an exceptional demonstration of successful achievement with a 90% reading proficiency record for all 3rd grade students. Over 50% of students qualify for the school lunch program. Initially only 57% of 3rd grade students read at or above grade level. Their story has been captured in the book Annual Growth, Catch-Up Growth. Click here to learn more. Although the district did not implement any significant reforms in math and science instruction, they found scores increased comparably to increases in reading scores. Clearly the training required to improve reading skills also improved STEM scores.
A Leveraged, Results-Oriented Solution That Works.
For the most part, previous forces and factors that have tried to move STEM forward for under-resourced, minority girls and boys have failed. Increasing reading proficiency is the leveraged solution that works.
Based upon proven research, preventing reading difficulties by 3rd grade is an achievable goal. The secret to success is intensive training focused to catch students up to needed skill levels, especially phonemic awareness skills. Every 1st grade student needs to meet a PASS (phonemic awareness skill set) standard.
A Solution for the Underlying Cause of Poor Academic Performance
Compare two scenarios. In the first scenario a person has all the needed power tools to complete a building project. In the second scenario a person only has hand tools and not all the tools needed to complete the project. Assuming all other factors are equal, the first person is at an advantage over the second person. The second person may complete the task, but will do so more slowly than the person with power tools. Or they may not be able to complete the task at all. In learning, cognitive skills are the mental tools that allow a person to complete a mental task; to build successful academic projects. If one or more of the needed cognitive skills are weak, it impacts the speed and ability to perform mental tasks. In most cases, a learning disability is significantly impacted or caused by weak cognitive skills. 80% of learning problems are due to a cognitive weakness.
Our education system is currently not equipped with the tools or access to the resources to broadly identify when students have weak cognitive skills that are limiting performance. And schools generally are not able to directly enhance cognitive skills within the current educational model to the degree needed to address the problem. The system is forced to manage students with weak cognitive skills—usually without knowing the degree of the student’s actual capacity or limitations.
Cognitive Skill Training Improves STEM Achievement
Professor Oliver Hill, Department of Psychology, Virginia State University, is working independently on studies of cognitive skill assessment and training as it relates to academic achievement in math. He is working on several grants from the National Science Foundation (NSF). (www.vsu.edu/pages/2466.asp) Below is a quote from one of his reports to NSF:
“We also found that cognitive ability was the primary predictor of mathematical performance in these students, and these skills can be improved through direct cognitive training. We also found that by investing time in this type of non-academic training, there is significant transfer to mathematics performance as measured by standardized tests. We also found that several motivational and family structure variables were related to the effectiveness of cognitive training, and that these factors need to be taken into account when designing interventions.”
Moving Forward
As a nonprofit organization Cognitive First is establishing campaigns to help students achieve reading proficiency by the end of 3rd grade. Programs and online training tools are being made available to parents and students. Help is being made available to ensure that children have the foundational skills needed to read proficiently. Strong skills can empower traditional reading instruction, enhance reading effectiveness and elevate STEM performance. Sponsorships and matching grants are available to help parents and schools. To learn more, please contact us.