Characteristics of Students at Risk for Mathematics Difficulties Predicting Arithmetic Word Problem Solving Performance: The Role of Attention, Behavior, and Reading

Autor/inn/en	Jitendra, Asha K.; Corroy, Kelly Cozine; Dupuis, Danielle N.
Titel	Characteristics of Students at Risk for Mathematics Difficulties Predicting Arithmetic Word Problem Solving Performance: The Role of Attention, Behavior, and Reading
Quelle	In: Learning Disabilities: A Multidisciplinary Journal, 19 (2013) 2, S.51-59 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6819
Schlagwörter	At Risk Students; Arithmetic; Word Problems (Mathematics); Mathematics Skills; Learning Problems; Reading Skills; Attention; Socioeconomic Status; Grade 3; Elementary School Students; Predictor Variables; Student Behavior; Mathematics Achievement; Urban Schools; Behavioral and Emotional Rating Scale; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Textaufgabe; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lernproblem; Reading skill; Lesefertigkeit; Aufmerksamkeit; Socio-economic status; Sozioökonomischer Status; School year 03; 3. Schuljahr; Schuljahr 03; Prädiktor; Student behaviour; Schülerverhalten; Mathmatics sikills; Mathematical ability; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The purposes of this study were (a) to evaluate differences in arithmetic word problem solving between high and low at-risk students for mathematics difficulties (MD) and (b) to assess the influence of attention, behavior, reading, and socio-economic status (SES) in predicting the word problem solving performance of third-grade students with MD. Participants ("n" = 127) were assessed on arithmetic word problem solving, as well as on reading. In addition, we collected teacher ratings of attention and behavioral strengths. One-way analysis of variance indicated significant differences between high at-risk and low at-risk students on word problem solving skill. The unique predictors of word problem solving skill were attention, reading, and SES; behavior was not a significant predictor. (Contains 2 tables.) (As Provided).
Anmerkungen	Learning Disabilities Association of America. 4156 Library Road, Pittsburgh, PA 15234. Tel: 412-341-1515; Fax: 412-344-0224; e-mail: info@ldaamerica.org; Web site: http://www.ldaamerica.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10