Algebra word problems were analyzed in terms of the information integration tasks that are required to solve the problems. These tasks were classified into three levels: value assignment, value derivation, and equation construction. Novices (35 first year algebra students) and experts (13 analytic geometry students) were compared on the proportion of tasks completed at each level in their attempts to solve six word problems. As predicted, the novices showed greatest weakness on the tasks from the second and third levels, which required an appreciation of the structure of the problems. Consistent with this finding, novices performed at chance levels on a task that required them to identify which two problems of three were most similar. Experts performed very well on this task. Instruction focused on the structure of the problems was successful in improving performance of a group of novices. (Author)