PROFESSIONAL RESOURCES Reading and mathematics comprehension Sharon Arthur Moore, Arizona State University-West David W. Moore, Arizona State University-West Guest author: Jeanne Swafford, In the last several years many educa- tors have shifted their thinking about how the 3 R's should be taught. Tradi- tionally, educators emphasized the products of reading, writing, and mathematics. If students could answer ‘questions after they read, then their ‘comprehension ability was thought to be sufficient. If students produced an acceptable story or report, then their writing was considered satisfactory. If students could calculate numbers accu- rately, then mathematical understand- ing was judged adequate. Today the product is no longer the singular con- cern because teachers are becoming convinced that students should under- stand the processes involved in read- ing, writing, and mathematics. ‘As I examined the books discussed here I was fascinated at how closely re- lated they were in their notions about teaching comprehension, They all em- phasized the importance of teaching ‘comprehension processes, whether the authors focused on ways to help facili- tate comprehension of a story, a con- tent text, or a mathematical concept. The first two books reviewed may verify, clarify, or challenge your be- liefs about reading comprehension in- struction. The second group of books reviewed indicates the close links be- tween comprehension instruction in reading and mathematics, Teaching Reading Comprehension. ‘Trevor H. Caimey, 1990. Open Uni- versity Press (1900 Frost Rd., Suite 101, Bristol, PA 19007, USA). Paper- back. 129 pp. USS23.00, Reading Comprehension Instruction: 684 The Reading Teacher Vol. Texas Tech University Issues and Strategies. Katherine Ma- ria, 1990, York Press (Parkton, MD 21120, USA). Paperback. 306 pp. US$26.50, Teaching Reading Comprehension and Reading Comprehension Instruc- tion: Issues and Strategies challenge the traditional definition of reading comprehension as getting meaning from text. The authors build a case for defining reading comprehension as ‘constructing meaning from text. Get- ting meaning implies that one message resides in the print and must be ex- tracted from it. On the other hand, meaning construction implies that an individual produces his or her personal message based on previous experi- ences and existing knowledge. Cairney and Maria point out that a single text has the potential to generate multiple meanings because comprehension de- ppends on the transaction between the reader and the text and the context in which reading takes place, For exam- ple, individuals from different cultures ‘create different meanings from the same text, And an individual may con- struct one meaning from a text and, af- ter rereading it, may construct another, Because of differences between cul- tures, within individuals, or in the context in which reading takes place, readers come away with differ- ‘ent messages. ‘The authors also remind us that a teachers beliefS about comprehension will determine the roles of the text, teacher, and students in a particular classroom. In classrooms where the teacher believes that comprehension involves the construction of meaning, teaching may be tailored to students’ 44,No.9 May 1991 specific needs and interests. In class- rooms where the teacher holds atradi- tional definition of comprehension, methods and materials dictated by the curriculum may drive classroom prac- tices. ‘An appealing fearure of both books is that Caimey and Maria do not sim- ply admonish teachers to teach com- prehension. Rather, they present what it means to teach comprehension and suggest strategies for both narrative and expository texts, Both books also include examples of students’ work and dialogue from actual lessons to illus- trate the strategies Teaching Reading Comprehension is fairly short and will whet the appe- tite of those who are interested in learning about the changes in current thinking about reading comprehension instruction. Cairey describes a num- ber of strategies that he has found use ful in the classroom for enhancing reading comprehension. His hope is that these strategies will encourage teachers to think about other ways to help students become involved in learning, enjoy reading, and make reading a significant part oftheir lives While this book provides an ade~ uate introduction to reading compre- hension processes that should. be taught, it has some shortcomings. First, when Caimey develops the ra- tionale for viewing comprehension as meaning construction, lists are over- used; some of the information could have been presented more effectively ina narrative. limitation in the chap- ters that describe teaching strategies is that some of them could have been pre- sented in more detail Ifthe strategiesare unfamiliar to the reader, more in- formation about how to implement them will be necessary. However, feature that may help offset the sketchy descriptions are the examples of stu- dents’ work. Reading Comprehension Instruc- tion: Issues and Strategies presents a thorough discussion of comprehension instruction. Maria skillfully weaves a description of theory, research, and practice into the book. The author be~ gins by discussing the various models of reading (i.e., top-down, bottom-up, interactive) and then focuses on three factors that influence reading compre~ hension: the reader, the text, and the classroom environment. Another as- pect of this book that sets it apart is “Maria's attention to students who have reading difficulties. She presents a Tong discussion about children with reading problems, and throughout the book she suggests ways to modify comprehension strategies to benefit re~ medial readers. These suggestions grew out of Maria's extensive work with children who experience reading difficulties. Part Two of Maria's book contains strategies for prereading instruction, vocabulary, text structure, and during reading engagement. Transcripts of ac- tual lessons are used to illustrate how the strategies work with children. The transcripts and the reflective discus- sions that follow each sample lesson are definite assets of this book. In the last section, Maria frames reading ‘comprehension instruction within the ‘context of a total language arts pri ‘gram. She describes how speaking, lis- tening, and writing can be used to support reading comprehension in- struction. In the final chapter, the au- thor examines assessment. She looks at both informal and formal methods but especially stresses the importance of informal assessment for guiding in- structional decision making. In the three parts ofthe book, Maria, consistently reminds readers that read- ing comprehension instruction should focus on providing children strategies that can help them become active, dependent learners. Further, itis clear that that teacher isthe key to effective instruction, The strength of this book is its comprehensive nature. However, the length of the chapters and the den- sity of the information may cause some difficulties for those with litle background in reading education. Pre- service and novice teachers will find the sample lessons especially benefi- cial. For readers who want a book that pulls together a good deal of the recent ‘comprehension research, this i it. Books You Can Count On. Rachel Griffiths and Margaret Clyne. 1988. Nelson (480 La Trobe St., Melbourne, Victoria 3000, Australia). Paperback, 100 pp. AUSSI8.95, Counting Books Are More Than ‘Numbers: An Annotated Action Bibli- ography. Patricia L. Roberts. 1990. Library Professional Publications (The Shoe String Press, Inc., Hamden, CT 06514, USA). Hardcover. 270 pp. 1US932.50. Mathematics in Process. Ann Baker and Johnny Baker. 1990. Heinemann Educational Books (PO Box 7081, Portsmouth, NH 03802-7081, USA), Paperback. 170 pp. US$16.00. Books You Can Count On, Count- jing Books Are More Than Numbers, and Mathematics in Process stress the importance of interest and meaning in stimulating children’s thinking about ‘mathematics. The authors contend that children’s literature provides. interest- ing and meaningful contexts for math- ematics because many books relate mathematics to children’s lives. The authors also emphasize the importance of giving children plenty of time 10 manipulate their ideas about mathe- matics and the freedom to share their ideas about mathematics in different ways. Each of the books emphasizes the importance of a classroom environ- ‘ment that facilitates sharing and inter- action among students and the teacher. ‘The authors build a strong case that the classroom environment should support children’s shared experiences with lit- erature and mathematics. Books You Can Count On begins by building a rationale for using lit- erature to stimulate mathematical thinking and reinforce mathematical concepts. It includes synopses and ac- tivities to accompany 33 books and 7 poems about a variety of topics (e.g., money, time, mass, computation, clas- sification). Examples of children’s ‘work are also provided. Books are in- cluded for children aged 5 to 12. A handy chart provides # quick reference to information about the main focus of ‘each book and the age level for which the books would be appropriate. Rec- ognizing that teachers often need sug- gestions about assessment when nontraditional approaches to a subject are taken, one chapter is devoted to this issue’ The authors also acknow!- edge that teaching mathematical con- cepts using children’s literature may take longer than traditional math les- sons. However, they circumvent this limitation by suggesting that approach- ing mathematics through literature leads to integrating subjects rather than using separate time slots for each subject. Counting Books Are More Than Numbers: An Annotated Action Bibli- ‘ography includes annotations for 350 children's books that could be used to stimulate thinking about concepts such as counting, number sequence, one- to-one correspondence, place value, sets, addition, subtraction, multipli cation, division, money, measurement, temperature, and time. This book is ‘most useful for teachers of Grades K2 ‘Mathematics in Process applies cur- rent research on process writing to ‘mathematics instruction. The Bakers build a strong case that children who “do mathematics” go through proc- imilar to those who write. For example, in the first tage of the math- tematics process, children identify a problem. This stage is similar to pre- ‘writing when students identify some- thing to write about. Students require a sense of ownership about the task that they are engaged in and the time to ex- periment with their ideas through brainstorming, questioning, and dis- ‘cussing, In the next stage of the mathe- matics process students decide how to solve the problem. The authors de- seribe a variety of investigative tech- niques that may be used by students ‘This part of the mathematics process is similar to what students do when they are involved in drafting, revising, and editing their writing. After students solve their problem, they share their PROFESSIONALRESOURCES — 685results. Students communicate their in process thinking and understanding rather than results to others in a variety of ways, The strength ofthis book isthe con- simply the mastery of isolated ski. including talking and writing. The last nection that it makes between process Second, the authors stess the impor. part of the process involves reflection writing and process mathematics; tance of giving children time to learn Which helps students come to grips however, the authors assume that their in an environment that encourages ith how they can use their new readers are familiar with process writ- communication and sharing among knowledge in other situations. The au- ing. In some classroom this approach students and the teacher. Third, alter. thors suggest different activities, most is common but in others itis a rela- natives to traditional assessment are involving writing, that can be used to tively new idea. This book has the po- proposed. Teachers are encouraged to help children reflect on what and how tential to stimulate thinking about a systematically gather and document they learn, process approsch to mathematics and information collected during instruc- ‘Mathematics in Process is divided writing. If you already use process tion. Fourth, insruction that is driven into three parts. In Part One, class- writing, you will see how itcan be in- by children’ needs and interests rather room examples are used to ilustrate tegrated into mathematics instruction than a prescribed sct of skills is en- What mathematics in process looks in your elassroom. couraged. Finally, the authors encour like. Part Two discusses the im- To summarize, the five books re- age the integration of reading and Portance of providing a classroom en- viewed here consistently recommend content. These ideas, if implemented Yironment where children use several ideas for classroom practice, in classrooms, should help to improve mathematics in @ variety of contexts First, each book emphasizes the im- comprehension instruction and en and fora variety of purposes. An en- portance of instruction that fosters hance childrens learning tire chapter is devoted to assessment. In Part Three, the authors describe how toset upa curriculum that focuses [Professional Resouces is a review column for scholarly publications and ober ma- ‘on mathematics in process, Ideas for | terial on liercy education tat are appropriate for profesional development. Ma- teachers ae described in the las chap. | tials evewed in Profesional Resouees ae inno nay advocated or enorsed by nape ate : FR or the International Reading Assocation. Opinions expressed are those of the ter and include setting up w classroom | coiumnists of guest reviewers. Send materials to be consilered for review to environment that encourages the use of | Sharon Arthur Moore, Education & Human Services, P.O. Box 37100, ‘mathematics and providing a variety of | Arizona State University-West, Phoenix, AZ. 86069, USA. activities for encouraging mathems Ideas sought for The Reading Teacher ‘September 1991 marks the 40th anniversary of The Reading Teacher. To commemorate the 40-year ‘of the jour- ‘nal, the International Reading Association will publish a special, supplemental issue of The Reading er in Janu- 1982 7 Thb netic the Elioesin planning wis special issue, long-time readers (those who have read RT for 20 years or more) bedeadswanasicd ger porpe eoapts ning ou eees Ene p TenTg ed CART EPR ‘sonal statements for possible publication in the special issue. “Types of statements that could be published might include (but are not limited to) the following: '* The most influential article that you have read in R7 and why it influenced you so. ‘© The most significant author who has published in RT and why she or he is significant to you. * Recurring themes or trends you have noted in RT over the years by decade, 1950s - 1980s). ‘© A comparison of contemporary topics and themes addressed in RT to their roots or Origins in early issues of the ‘+ The most entertaining article/feature you have read in RT and why. ‘© Significant ways that R7 has influenced you, your work, or your professional growth over the years. f ‘Submission procedures: Please send 2 copies of your doublespaced comments which should not exceed 500 words. At the top of your statement, list the : your fll name, addres, mers, your current Pee aaa Ae is ey hatey ano st Rather Nate to The Read- ing Teacher, School of Education, Purdue University, West. IN 47907 USA, no later than July 1, 1991. Enclose 2 self addressed, stamped envelopes for correspondence. 686 The Reading Teacher Vol. 44,No.9 May 1991