The Use of a Three Reads Protocol to Improve Students’ Ability to Solve Math Word Problems

Word problem solving presents distinct challenges for elementary students in K-5, requiring vocabulary comprehension, contextual and situational interpretation, and operation selection. Despite its mandated use in an urban school district, the Three Reads Protocol lacked empirical evidence supporting its effectiveness. This mixed-methods action research study examined whether a six-week implementation of the protocol improved word problem comprehension and solving performance among 40 fourth- and fifth-grade Latino or African American students across three Title I elementary schools in a large urban district. Students completed pre- and post-content tests scored for raw accuracy and conceptual understanding, as well as an attitudinal survey administered before and after the protocol. Results indicated that 40% of students improved in raw accuracy, while 37.5% demonstrated conceptual improvement when scored for correct operation selection. The percentage showing conceptual decline dropped from 20% to 5%. Attitudinal results revealed positive shifts in excitement toward word problems and confidence in using structured strategies, though persistence and initial self-efficacy remained concerns. The study provides evidence that the Three Reads Protocol supports meaningful conceptual growth in linguistically and economically diverse urban settings.