This analysis of 44 research studies concerned with word problems contains: (1) a brief overview; (2) 44 major findings and conclusions; (3) 64 suggestions and questions for further research; and (4) a reference list. The author suggests that the experimental research of the 1980s seemed to focus on the children, the instruction, and the word problem itself. It is further suggested that the studies seemed to indirectly indicate that the principles of developmental psychology need to be respected and applied, even when teaching for specific behaviors and outcomes. (PK)