This practicum was designed to improve and increase the problem-solving skills of third-grade students. Using a specially designed 20-item test consisting of mathematical word problems, a preassessment was made of the addition and subtraction skills of 843 third-grade students from high, middle, and low socioeconomic levels in four Florida counties. An error analysis revealed problems in two major skill areas: (1) subtrahend-minuend order of mention in subtraction word problems, and (2) labeling. Further analysis of the data revealed a positive correlation between high socioeconomic level and number order, labeling, computation, and process skills. However, no correlation existed between socioeconomic level and the percentage of perceptual errors made by third-grade students. An average of 40 percent of students scored computational errors in three-digit subtraction with zero; 23 percent made computational errors in two-digit subtraction with zero. The "Addition and Subtraction Word Problem Workbook for the Primary Grades," designed to remediate the two problem skill areas, was employed over a 4-month period with three third-grade classes. As compared with their pretest performances, the 67 members of the experimental group and the 48 members of the control group on the average reduced their number order errors by 16 and 5 percent, respectively. There was a 27 percent reduction of labeling errors in the experimental group, as compared with a 10 percent reduction in the control group. (Author/RH)