This study examined the effect of comprehension strategy instruction on third-grade English Learners' word-problem-solving performance. The supplemental intervention included modeling how to read the word problem to identify and restate the question, distinguishing relevant from irrelevant information, and collaborating with peers on applying the…

This study examined how word-problem characteristics influenced students' learning and retention of word-problem knowledge during and after an intervention. The participants were 221 fourth-grade students (average age at pretest = 8.8 years) who experienced word-problem difficulties (WPD) and had received a word-problem intervention in third…

As students enter the upper elementary grades, word problems become a main component of mathematics instruction, increasing in complexity as students advance through the curriculum. For students identified as emergent bilinguals with mathematics difficulty (MD), the linguistic complexity inherent in word problems may serve as a barrier to…

Problem solving represents a salient deficit in students with mathematical learning difficulties (MLD) primarily caused by difficulties with informal and formal mathematical competencies. This study proposes a computerized intervention tool, the integrated dynamic representation (IDR), for enhancing the early learning of basic mathematical…