Improving Language Comprehension to Enhance Word-Problem Solving

Autor/inn/en	Fuchs, Lynn S.; Fuchs, Douglas; Seethaler, Pamela M.; Craddock, Caitlin
Titel	Improving Language Comprehension to Enhance Word-Problem Solving
Quelle	In: Reading & Writing Quarterly, 36 (2020) 2, S.142-156 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2019.1666760
Schlagwörter	Diagnostic Tests; Reading Tests; Reading Comprehension; Word Problems (Mathematics); Problem Solving; Elementary School Mathematics; Grade 1; Reading Instruction; Intervention; Outcomes of Education; Woodcock Diagnostic Reading Battery + Suchen Sie Ihr Suchwort? Diagnostic test; Diagnostischer Test; Lesetest; Leseverstehen; Textaufgabe; Problemlösen; Elementare Mathematik; Schulmathematik; School year 01; 1. Schuljahr; Schuljahr 01; Leseunterricht; Lernleistung; Schulerfolg
Abstract	The focus of this article is the role of language comprehension within word-problem solving (WPS). The role of the language comprehension in WPS is explained, and an overview of research illustrating language comprehension's contribution to WPS is described. Next, an innovative intervention that embeds word problem (WP)-specific language comprehension instruction within a validated form of schema-based WP intervention is described, and the methods and results of a randomized controlled trial assessing the added value of embedding WP-specific language comprehension instruction are outlined. Implications for practice and future research are drawn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01