Syntactic Awareness and Arithmetic Word Problem Solving in Children with and without Learning Disabilities

Autor/inn/en	Peake, Christian; Jiménez, Juan E.; Rodríguez, Cristina; Bisschop, Elaine; Villarroel, Rebeca
Titel	Syntactic Awareness and Arithmetic Word Problem Solving in Children with and without Learning Disabilities
Quelle	In: Journal of Learning Disabilities, 48 (2015) 6, S.593-601 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219413520183
Schlagwörter	Syntax; Learning Disabilities; Reading Difficulties; Arithmetic; Elementary School Students; Control Groups; Problem Solving; Semantics; Grammar; Language Processing; Comorbidity; Task Analysis; Word Problems (Mathematics); Foreign Countries; Measures (Individuals); Classification; Statistical Analysis; Spain + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Reading difficulty; Leseschwierigkeit; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Problemlösen; Semantik; Grammatik; Sprachverarbeitung; Aufgabenanalyse; Textaufgabe; Ausland; Messdaten; Classification system; Klassifikation; Klassifikationssystem; Statistische Analyse; Spanien
Abstract	Arithmetic word problem (AWP) solving is a highly demanding task for children with learning disabilities (LD) since verbal and mathematical information have to be integrated. This study examines specifically how syntactic awareness (SA), the ability to manage the grammatical structures of language, affects AWP solving. Three groups of children in elementary education were formed: children with arithmetic learning disabilities (ALD), children with reading learning disabilities (RLD), and children with comorbid arithmetic and reading learning disabilities (ARLD). Mediation analysis confirmed that SA was a mediator variable for both groups of children with reading disabilities when solving AWPs, but not for children in the ALD group. All groups performed below the control group in the problem solving task. When SA was controlled for, semantic structure and position of the unknown set were variables that affected both groups with ALD. Specifically, children with ALD only were more affected by the place of the unknown set. (As Provided).
Anmerkungen	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: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01