The intention of this project was to explore the effect of utilizing basic reading skills to promote student growth in mathematical literacy among middle school students. Mathematics was approached as a linquistical language and teachers utilized decoding skills as the treatment. This study used a nonequivalent control group quasi-experimental design to establish cause-effect relations. A multiple-time series design employing pretests and posttests as well as pre- and post-surveys were administered to students. Data were analyzed using a mixed-model ANOVA. Teaching students decoding skills for mathematical comprehension demonstrated an increase in student achievement. This study also found that students who were instructed in decoding skills reported an increase in confidence level towards mathematics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]