The Deficit Profile of Elementary Students with Computational Difficulties versus Word Problem-Solving Difficulties

Autor/inn/en	Lin, Xin; Peng, Peng; Luo, Hongjing
Titel	The Deficit Profile of Elementary Students with Computational Difficulties versus Word Problem-Solving Difficulties
Quelle	In: Learning Disability Quarterly, 44 (2021) 2, S.110-122 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948719865499
Schlagwörter	Elementary School Students; Grade 4; Children; Learning Problems; Mathematics Skills; Word Problems (Mathematics); Reading Comprehension; Vocabulary; Problem Solving; Short Term Memory; Achievement Tests; Intelligence Tests; Foreign Countries; China; Wide Range Achievement Test; Woodcock Johnson Tests of Achievement; Wechsler Intelligence Scale for Children; Raven Advanced Progressive Matrices + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Child; Kind; Kinder; Lernproblem; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Textaufgabe; Leseverstehen; Wortschatz; Problemlösen; Kurzzeitgedächtnis; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Intelligence test; Intelligenztest; Ausland
Abstract	The purpose of the study was to compare the deficit profiles of two important types of mathematics difficulties. Three cognitive measures (working memory, processing speed, and reasoning), two mathematics measures (numerical facts retrieval and mathematics vocabulary), and reading comprehension were assessed among 237 Chinese fourth-grade students, among whom 28 were classified as students with only computational difficulties (CD), 34 were classified as having only word problem-solving difficulties (WPD), 20 were classified as students with computational and word problem-solving difficulties (CD + WPD), and 43 typically developing (TD) peers. Multivariate analysis showed that, compared with TD, CD was associated with weakness in numerical working memory; WPD was associated with weakness in reading comprehension; both CD and WPD were associated with weakness in mathematics vocabulary. However, CD and WPD did not differ from each other on any of those profiling measures. Implications for understanding mathematics competence and identification of mathematics difficulties are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01