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ERIC Number: EJ1076673
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-0022-2194
Syntactic Awareness and Arithmetic Word Problem Solving in Children with and without Learning Disabilities
Peake, Christian; Jiménez, Juan E.; Rodríguez, Cristina; Bisschop, Elaine; Villarroel, Rebeca
Journal of Learning Disabilities, v48 n6 p593-601 Nov-Dec 2015
Arithmetic word problem (AWP) solving is a highly demanding task for children with learning disabilities (LD) since verbal and mathematical information have to be integrated. This study examines specifically how syntactic awareness (SA), the ability to manage the grammatical structures of language, affects AWP solving. Three groups of children in elementary education were formed: children with arithmetic learning disabilities (ALD), children with reading learning disabilities (RLD), and children with comorbid arithmetic and reading learning disabilities (ARLD). Mediation analysis confirmed that SA was a mediator variable for both groups of children with reading disabilities when solving AWPs, but not for children in the ALD group. All groups performed below the control group in the problem solving task. When SA was controlled for, semantic structure and position of the unknown set were variables that affected both groups with ALD. Specifically, children with ALD only were more affected by the place of the unknown set.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain