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Connections between Reading Comprehension and Word-Problem Solving via Oral Language Comprehension: Implications for Comorbid Learning Disabilities
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Fuchs, Lynn S.; Fuchs, Douglas; Seethaler, Pamela M.; Cutting, Laurie E.; Mancilla-Martinez, Jeannette – New Directions for Child and Adolescent Development, 2019
In this article, we discuss the approach adopted within the Vanderbilt University Learning Disabilities Innovation Hub, which focuses on students with higher-order comorbidity: students with concurrent difficulty with reading comprehension and word-problem solving. The aim of the Hub's Research Project is to test what we refer to as the…
Descriptors: Program Descriptions, Learning Disabilities, Thinking Skills, Difficulty Level
Does Early Algebraic Reasoning Differ as a Function of Students' Difficulty with Calculations versus Word Problems?
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Powell, Sarah R.; Fuchs, Lynn S. – Learning Disabilities Research & Practice, 2014
According to national mathematics standards, algebra instruction should begin at kindergarten and continue through elementary school. Most often, teachers address algebra in the elementary grades with problems related to solving equations or understanding functions. With 789 second-grade students, we administered: (1) measures of calculations and…
Descriptors: Algebra, Mathematics Instruction, Grade 2, Elementary School Students
Early Numerical Competencies of Students with Different Forms of Mathematics Difficulty
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Namkung, Jessica M.; Fuchs, Lynn S. – Learning Disabilities Research & Practice, 2012
The purpose of the study was to examine differences in early numerical competencies, as well as subtraction skill, as a function of children's mathematics difficulty (MD) status: computational difficulty (CD), word problem-solving difficulty (PD), concurrent difficulty (CDPD), or neither difficulty (i.e., typically developing; TYP). Based on…
Descriptors: Grade 2, Subtraction, Numeracy, Number Concepts
Do Word-Problem Features Differentially Affect Problem Difficulty as a Function of Students' Mathematics Difficulty with and without Reading Difficulty?
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Powell, Sarah R.; Fuchs, Lynn S.; Fuchs, Douglas; Cirino, Paul T.; Fletcher, Jack M. – Journal of Learning Disabilities, 2009
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…
Descriptors: Word Problems (Mathematics), Difficulty Level, Elementary School Mathematics, Elementary School Students