Is Word-Problem Solving a Form of Text Comprehension?

Autor/inn/en	Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L.; Wang, Amber Y.
Titel	Is Word-Problem Solving a Form of Text Comprehension?
Quelle	In: Scientific Studies of Reading, 19 (2015) 3, S.204-223 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2015.1005745
Schlagwörter	Word Problems (Mathematics); Problem Solving; Reading Comprehension; Short Term Memory; Abstract Reasoning; Elementary School Students; Grade 2; Cognitive Processes; Mathematics Skills; Path Analysis; Cognitive Ability; Word Recognition; Listening Comprehension; Language Tests; Mathematics Tests; Achievement Tests; Mastery Tests; Wide Range Achievement Test; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Textaufgabe; Problemlösen; Leseverstehen; Kurzzeitgedächtnis; Abstraktes Denken; Denken; School year 02; 2. Schuljahr; Schuljahr 02; Cognitive process; Kognitiver Prozess; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Pfadanalyse; Denkfähigkeit; Worterkennung; Hörverständnis; Language test; Sprachtest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	This study's hypotheses were that (a) word-problem (WP) solving is a form of text comprehension that involves language comprehension processes, working memory, and reasoning, but (b) WP solving differs from other forms of text comprehension by requiring WP-specific language comprehension as well as general language comprehension. At the start of the 2nd grade, children (n = 206; on average, 7 years, 6 months) were assessed on general language comprehension, working memory, nonlinguistic reasoning, processing speed (a control variable), and foundational skill (arithmetic for WPs; word reading for text comprehension). In spring, they were assessed on WP-specific language comprehension, WPs, and text comprehension. Path analytic mediation analysis indicated that effects of general language comprehension on text comprehension were entirely direct, whereas effects of general language comprehension on WPs were partially mediated by WP-specific language. By contrast, effects of working memory and reasoning operated in parallel ways for both outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01