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Do Word-Problem Features Differentially Affect Problem Difficulty as a Function of Students’ Mathematics Difficulty With and Without Reading Difficulty?

^* To whom correspondence should be addressed. E-mail: sarah.r.powell{at}vanderbilt.edu.

	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.

First published on November 14, 2008, doi:10.1177/0022219408326211

Journal of Learning Disabilities 2009;42:99.

A more recent version of this article appeared on March 1, 2009


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