What's the "Difference"? Contributions of Lexical Ambiguity, Reading Comprehension, and Executive Functions to Math Word Problem Solving in Linguistically Diverse 3rd to 5th Graders

Autor/inn/en	Cartwright, Kelly B.; Taboada Barber, Ana; Archer, Casey J.
Titel	What's the "Difference"? Contributions of Lexical Ambiguity, Reading Comprehension, and Executive Functions to Math Word Problem Solving in Linguistically Diverse 3rd to 5th Graders
Quelle	In: Scientific Studies of Reading, 26 (2022) 6, S.565-584 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cartwright, Kelly B.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2022.2084399
Schlagwörter	Reading Comprehension; Executive Function; Word Problems (Mathematics); Problem Solving; Vocabulary; Bilingual Students; English; Monolingualism; Language Skills; Ambiguity (Semantics); Grade 3; Grade 4; Grade 5; Elementary School Students; Knowledge Level; English (Second Language); Achievement Tests; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Leseverstehen; Textaufgabe; Problemlösen; Wortschatz; English language; Englisch; Language skill; Sprachkompetenz; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Wissensbasis; English as second language; English; Second Language; Englisch als Zweitsprache; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Purpose: Math word problem solving, a form of reading comprehension, is complicated by mathematical lexical ambiguity (e.g., the word "difference" can mean "dissimilarity" in everyday discourse but "the answer in a subtraction problem" in math). This study examined the role of mathematical lexical ambiguity in math word problem solving. Method: Lexically ambiguous math word knowledge, reading comprehension, vocabulary breadth, executive function (EF) skills, and math word problem solving were assessed in 521 3rd- to 5th-grade emergent bilingual (EB) and English monolingual (EM) students. Results: Students knew fewer math than common meanings of lexically ambiguous math words, and EBs knew fewer meanings than EMs. Multigroup path analysis indicated reading comprehension and lexically ambiguous math word knowledge contributed directly to math word problem solving and partially mediated the influence of EFs on math word problem solving. Conclusion: Consistent with the language function hypothesis, language skills supported math word problem solving directly and mediated the influence of EF skills on math word problem performance for both EBs and EMs alike. Our findings move the field forward by revealing a specific mechanism by which EF skills contribute to a particular aspect of content area reading comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01