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

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, l...

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Vydáno v:Scientific studies of reading Ročník 22; číslo 2; s. 152 - 166
Hlavní autoři: Fuchs, Lynn S., Gilbert, Jennifer K., Fuchs, Douglas, Seethaler, Pamela M., N. Martin, BrittanyLee
Médium: Journal Article
Jazyk:angličtina
Vydáno: United States Routledge 01.01.2018
Routledge, Taylor & Francis Group
Témata:
Abstract Reasoning
Achievement Tests
Arithmetic
Classrooms
Comprehension
Computation
Diagnostic Tests
Elementary School Mathematics
Elementary School Students
Grade 2
Intelligence Tests
Language
Language processing
Language Role
Language teaching methods
Mathematics
Mathematics Achievement
Mathematics Skills
Mathematics Tests
Multivariate Analysis
Oral Language
Path Analysis
Predictor Variables
Problem Solving
Reading Comprehension
Reading Tests
Reasoning
Short Term Memory
Spoken language
Teaching
Word Problems (Mathematics)
Word recognition
ISSN:1088-8438, 1532-799X
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Popis
Shrnutí: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.
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ISSN:1088-8438
1532-799X
DOI:10.1080/10888438.2017.1398259