NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1159509
Record Type: Journal
Publication Date: 2017-Nov
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0938-8982
Differences in the Mathematics-Vocabulary Knowledge of Fifth-Grade Students with and without Learning Difficulties
Forsyth, Suzanne R.; Powell, Sarah R.
Learning Disabilities Research & Practice, v32 n4 p231-245 Nov 2017
The purpose of this pilot study was to explore the impact of mathematics and reading learning difficulties on the mathematics-vocabulary understanding of fifth-grade students. Students (n = 114) completed three measures: mathematics computation, general vocabulary, and mathematics vocabulary. Based on performance on the mathematics computation and general vocabulary measures, students were categorized with no learning difficulty (i.e., typical), mathematics difficulty without reading difficulty (MD-only), reading difficulty without mathematics difficulty (RD-only), and combined mathematics and reading difficulties (MDRD). On the mathematics-vocabulary measure, students with MD-only or RD-only scored significantly lower than typical students, and students with MDRD demonstrated significantly lower performance than students with MD-only or RD-only.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004
Grant or Contract Numbers: N/A