Do Word-Problem Features Differentially Affect Problem Difficulty as a Function of Students' Mathematics Difficulty with and without Reading Difficulty?

Autor/inn/en	Powell, Sarah R.; Fuchs, Lynn S.; Fuchs, Douglas; Cirino, Paul T.; Fletcher, Jack M.
Titel	Do Word-Problem Features Differentially Affect Problem Difficulty as a Function of Students' Mathematics Difficulty with and without Reading Difficulty?
Quelle	In: Journal of Learning Disabilities, 42 (2009) 2, S.99-110 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219408326211
Schlagwörter	Word Problems (Mathematics); Difficulty Level; Elementary School Mathematics; Elementary School Students; Grade 3; Reading Difficulties; Learning Disabilities; Problem Solving + Suchen Sie Ihr Suchwort? Textaufgabe; Schwierigkeitsgrad; Elementare Mathematik; Schulmathematik; School year 03; 3. Schuljahr; Schuljahr 03; Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; Problemlösen
Abstract	This study examined whether and, if so, how word-problem features differentially affect problem difficulty as a function of mathematics difficulty (MD) status: no MD (n = 109), MD only (n = 109), or MD in combination with reading difficulties (MDRD; n = 109). The problem features were problem type (total, difference, or change) and position of missing information in the number sentence representing the word problem (first, second, or third position). Students were assessed on 14 word problems near the beginning of third grade. Consistent with the hypothesis that mathematical cognition differs as a function of MD subtype, problem type affected problem difficulty differentially for MDRD versus MD-only students; however, the position of missing information in word problems did not. Implications for MD subtyping and for instruction are discussed. (Contains 3 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10