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Direct linkPowell, 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
Garcia, Ana I.; Jimenez, Juan E.; Hess, Stephany – Journal of Learning Disabilities, 2006
This study was designed to determine a word problem difficulty classification in children with arithmetic learning disabilities (ALD; n = 104) in comparison with typically achieving students (n = 44). We tested variables such as (a) semantic structure (Change, Combine, Compare, and Equalize), (b) operation (subtraction and addition), and (c)…
Descriptors: Semantics, Multidimensional Scaling, Arithmetic, Learning Disabilities
