Abstract
In this meta-analysis, reading comprehension and mathematics are
considered for elementary students between grade three and five, the age
group where most reading comprehension strategies are introduced and
practiced (Ness, 2011). Results indicate that (1) reading comprehension
is linked to cognitive processing ability, the more students’ struggle
with comprehending text, the less cognitive processing they have
available to solve the mathematical problem; (2) mathematical language
is precise and often above the grade level of the student who is solving
the word problem. Asynchronous learning management systems or other
online platform, such as Google Classroom, may help educators to meet
federal obligations for supporting English Language Learners conceptual
development in mathematics, developing language proficiency and
providing equitable access for content area learning.