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Alternative Paths to Improved Word-Problem Performance: An Advantage for Embedding Prealgebraic Reasoning Instruction within Word-Problem Intervention
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Powell, Sarah R.; Berry, Katherine A.; Fall, Anna-Maria; Roberts, Greg; Fuchs, Lynn S.; Barnes, Marcia A. – Journal of Educational Psychology, 2021
The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded prealgebraic reasoning instruction, improved word-problem performance. Students with mathematics difficulty (MD; n = 304) were randomly assigned to a business-as-usual condition or 1 of 2 variants of word-problem intervention. The…
Descriptors: Word Problems (Mathematics), Problem Solving, Algebra, Mathematics Instruction
Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction
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Fuchs, Lynn S.; Seethaler, Pamela M.; Sterba, Sonya K.; Craddock, Caitlin; Fuchs, Douglas; Compton, Donald L.; Geary, David C.; Changas, Paul – Journal of Educational Psychology, 2021
The main purpose of this study was to test the effects of word-problem (WP) intervention, with versus without embedded language comprehension (LC) instruction, on at-risk 1st graders' WP performance. We also isolated the need for a structured approach to WP intervention and tested the efficacy of schema-based instruction at 1st grade. Children (n…
Descriptors: Word Problems (Mathematics), Teaching Methods, Mathematics Instruction, Language Processing
Alternative Paths to Improved Word-Problem Performance: An Advantage for Embedding Pre-Algebraic Reasoning Instruction within Word-Problem Intervention
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Powell, Sarah R.; Berry, Katherine A.; Fall, Anna-Maria; Roberts, Greg; Fuchs, Lynn S.; Barnes, Marcia A. – Grantee Submission, 2021
The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded pre-algebraic reasoning instruction, improves word-problem performance. Students with mathematics difficulty (MD; n = 304) were randomly assigned to a business-as-usual condition or one of two variants of word-problem intervention.…
Descriptors: Word Problems (Mathematics), Mathematics Instruction, Problem Solving, Intervention
Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners
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Cho, Eunsoo; Mancilla-Martinez, Jeannette; Hwang, Jin Kyoung; Fuchs, Lynn S.; Seethaler, Pamela M.; Fuchs, Douglas – Journal of Learning Disabilities, 2022
The purpose of this study was threefold: to examine unique and shared risk factors of comorbidity for reading comprehension and word-problem solving difficulties, to explore whether language minority (LM) learners are at increased risk of what we refer to as "higher order comorbidity" (reading comprehension and word-problem solving…
Descriptors: Comorbidity, Problem Solving, Reading Comprehension, Word Problems (Mathematics)
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)
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
Measuring Arithmetic: A Psychometric Approach to Understanding Formatting Effects and Domain Specificity
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Rhodes, Katherine T.; Branum-Martin, Lee; Washington, Julie A.; Fuchs, Lynn S. – Journal of Educational Psychology, 2017
Using multitrait, multimethod data, and confirmatory factor analysis, the current study examined the effects of arithmetic item formatting and the possibility that across formats, abilities other than arithmetic may contribute to children's answers. Measurement hypotheses were guided by several leading theories of arithmetic cognition. With a…
Descriptors: Arithmetic, Mathematics Tests, Test Format, Psychometrics