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Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension
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Fuchs, Lynn S.; Gilbert, Jennifer K.; Fuchs, Douglas; Seethaler, Pamela M.; N. Martin, BrittanyLee – Scientific Studies of Reading, 2018
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,…
Descriptors: Reading Comprehension, Oral Language, Predictor Variables, Word Problems (Mathematics)
The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving versus Prealgebraic Knowledge
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Fuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D. – Developmental Psychology, 2016
The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…
Descriptors: Knowledge Level, Mathematics Skills, Word Problems (Mathematics), Problem Solving
The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving versus Prealgebraic Knowledge
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Fuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D. – Grantee Submission, 2016
The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…
Descriptors: Knowledge Level, Mathematics Skills, Word Problems (Mathematics), Problem Solving
Is Word-Problem Solving a Form of Text Comprehension?
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Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L.; Wang, Amber Y. – Scientific Studies of Reading, 2015
This study's hypotheses were that (a) word-problem (WP) solving is a form of text comprehension that involves language comprehension processes, working memory, and reasoning, but (b) WP solving differs from other forms of text comprehension by requiring WP-specific language comprehension as well as general language comprehension. At the start of…
Descriptors: Word Problems (Mathematics), Problem Solving, Reading Comprehension, Short Term Memory
The Cognitive Correlates of Third-Grade Skill in Arithmetic, Algorithmic Computation, and Arithmetic Word Problems
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Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Powell, Sarah R.; Seethaler, Pamela M.; Capizzi, Andrea M.; Schatschneider, Christopher; Fletcher, Jack M. – Journal of Educational Psychology, 2006
The purpose of this study was to examine the cognitive correlates of RD-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Third graders (N = 312) were measured on language, nonverbal problem solving, concept formation, processing speed, long-term memory, working memory, phonological decoding, and sight word…
Descriptors: Grade 3, Concept Formation, Arithmetic, Sight Vocabulary