An investigation of the effectiveness of the proposal of Richard A. Earle for teaching word problems in mathematics in selected topics and graded level

The purpose of this study was to implement the proposal of Richard A. Earle for teaching reading in mathematics and to evaluate the implementation. Further, the study explored the relationship of the implemented strategy to such variables as race, sex, instructional level, and students’ previous success in mathematics. The subjects were all eighth‐grade students (304), excluding extremely marginal students on an IMS programme, in a rural system. Results based on post‐test and retention models supported the implementation of the proposal. No interaction effects were found regarding sex or race on either model.