Critical Review: Reading Intervention and Mathematical Language

This report presents a critique of a scholarly article by Purpura et al. (2017) focusing on the causal connections between mathematical language and mathematical knowledge through a dialogic reading intervention. The article highlights the importance of primary mathematical language in predicting a child's future academic success and the effectiveness of reading interventions in improving mathematical skills. The research involved an intervention group exposed to mathematical language over eight weeks, demonstrating significant improvements in both mathematical language and overall mathematical knowledge. The report emphasizes the importance of early mathematical language education and the potential of targeted interventions to enhance student's mathematical abilities. The report also discusses the role of assessments and tailored instruction in supporting student's needs and improving their skills in the classroom. This research shows the benefit of reading interventions in mathematics and the importance of teachers' strategies in improving students' abilities in mathematical language.

Reading Intervention

Table of Contents
Critique review of scholarly article for Reading Intervention.........................................................1
Causal Connections Between Mathematical Language and Mathematical Knowledge: A
Dialogic Reading Intervention by David J. Purpura, Amy R. Napoli, Elizabeth A. Wehrspann
& Zachary S. Gold.......................................................................................................................1
REFERENCES................................................................................................................................3

Critique review of scholarly article for Reading Intervention
Causal Connections Between Mathematical Language and Mathematical Knowledge: A Dialogic
Reading Intervention by David J. Purpura, Amy R. Napoli, Elizabeth A. Wehrspann &
Zachary S. Gold
As per Purpura and et. al. (2017), Reading intervention is a term which helps to provide
student with opportunity that increase writing, reading, study skills and test taking skills at
instructional level. It is important to acquire primary mathematical knowledge for purpose of
long term development in academic. It helps to predict success of child in primary stage as
mathematical language is strong enough to predict. It has find that primary education in maths
language provide provide correlation in development of mathematics skills in children but there
are only few evidence which link and support to this research. To provide support to this
research, head start children are assigned to intervention group of mathematical language.
Interventionist are focused in over eight weeks on spatial and quantitative mathematical language
through reading intervention. After completion of this period, student who is member of
intervention group started performing well in group mathematical language as well as assessment
of mathematical knowledge assessment.
This research reflect that increase in exposure of children in mathematical language
create positive impact on mathematical skills. This research helps to provide support to
importance of primary mathematical language for general knowledge of mathematics of children
and also shows that potential for intervention of mathematical language is important for
development of mathematical ability of a person. This research is important as it show
importance of primary education which work as basis for development of child. This will also
enhance skills of a student in future as it is important of overall development of child in
academic mathematical knowledge. It show that each class helps to meet student's individual
need with setting in small group. In reading intervention, teacher select students on basis of
performance in class as well as assessment. Assessment at individual level or group are
conducted in school which helps to review of performance of student in classroom to understand
their strength and acquisition of skills in mathematical knowledge.
This research represent that reading intervention are important for development of
confidence and improvement in skills of student. This can done through decoding of instruction,
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study skills and writing, test taking and other type of strategies adoption by teacher throughout
their school time. This will helps to improve student ability in mathematical language and allow
them to take interest in mathematics. These programs are helps to build skills in mathematics like
fast calculations, solving questions in less time. To adopt this strategy, administrator or teacher
need to build instruction which helps students to learn things quickly and also allow them to
complete their learning in mathematical language with other group members. It also include
graphical representation like picture and graph which make mathematical term easy and can be
learn for longer period for students and improve ability of teacher to explain different terms to
their students. Assessments plays important role to check their ability of learning mathematical
language as well as mathematical knowledge.
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REFERENCES
Books and Journals:
Purpura, D. J. & et. al., (2017). Causal connections between mathematical language and
mathematical knowledge: A dialogic reading intervention. Journal of Research on
Educational Effectiveness. 10(1). 116-137.
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