Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension

Autor/inn/en	Fuchs, Lynn S.; Gilbert, Jennifer K.; Fuchs, Douglas; Seethaler, Pamela M.; N. Martin, BrittanyLee
Titel	Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension
Quelle	In: Scientific Studies of Reading, 22 (2018) 2, S.152-166 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2017.1398259
Schlagwörter	Reading Comprehension; Oral Language; Predictor Variables; Word Problems (Mathematics); Problem Solving; Elementary School Students; Elementary School Mathematics; Grade 2; Abstract Reasoning; Short Term Memory; Mathematics Skills; Multivariate Analysis; Path Analysis; Computation; Achievement Tests; Mathematics Tests; Intelligence Tests; Reading Tests; Arithmetic; Diagnostic Tests; Wide Range Achievement Test; Wechsler Intelligence Scales Short Forms; Gates MacGinitie Reading Tests; Keymath Diagnostic Arithmetic Test + Suchen Sie Ihr Suchwort? Leseverstehen; Oral interpretation; Mündlicher Sprachgebrauch; Prädiktor; Textaufgabe; Problemlösen; Elementare Mathematik; Schulmathematik; School year 02; 2. Schuljahr; Schuljahr 02; Abstraktes Denken; Denken; Kurzzeitgedächtnis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Multivariate Analyse; Pfadanalyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Intelligence test; Intelligenztest; Lesetest; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Diagnostic test; Diagnostischer Test
Abstract	This study was designed to deepen insights on whether word-problem (WP) solving is a form of text comprehension (TC) and on the role of language in WPs. A sample of 325 second graders, representing high, average, and low reading and math performance, was assessed on (a) start-of-year TC, WP skill, language, nonlinguistic reasoning, working memory, and foundational skill (word identification, arithmetic) and (b) year-end WP solving, WP-language processing (understanding WP statements, without calculation demands), and calculations. Multivariate, multilevel path analysis, accounting for classroom and school effects, indicated that TC was a significant and comparably strong predictor of all outcomes. Start-of-year language was a significantly stronger predictor of both year-end WP outcomes than of calculations, whereas start-of-year arithmetic was a significantly stronger predictor of calculations than of either WP measure. Implications are discussed in terms of WP solving as a form of TC and a theoretically coordinated approach, focused on language, for addressing TC and WP-solving instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01