ERIC Number: EJ830428
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 36
Do Word-Problem Features Differentially Affect Problem Difficulty as a Function of Students' Mathematics Difficulty with and without Reading Difficulty?
Powell, Sarah R.; Fuchs, Lynn S.; Fuchs, Douglas; Cirino, Paul T.; Fletcher, Jack M.
Journal of Learning Disabilities, v42 n2 p99-110 2009
This study examined whether and, if so, how word-problem features differentially affect problem difficulty as a function of mathematics difficulty (MD) status: no MD (n = 109), MD only (n = 109), or MD in combination with reading difficulties (MDRD; n = 109). The problem features were problem type (total, difference, or change) and position of missing information in the number sentence representing the word problem (first, second, or third position). Students were assessed on 14 word problems near the beginning of third grade. Consistent with the hypothesis that mathematical cognition differs as a function of MD subtype, problem type affected problem difficulty differentially for MDRD versus MD-only students; however, the position of missing information in word problems did not. Implications for MD subtyping and for instruction are discussed. (Contains 3 tables and 1 note.)
Descriptors: Word Problems (Mathematics), Difficulty Level, Elementary School Mathematics, Elementary School Students, Grade 3, Reading Difficulties, Learning Disabilities, Problem Solving
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: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3
Authoring Institution: N/A