Word problems require students to read a language-based problem, identify necessary information to answer a prompt, and perform calculation(s) to develop a problem solution. Solving word problems proves particularly challenging for students with mathematics difficulties because skill in reading, interpretation of language, and mathematics is required for word-problem proficiency. We examined whether 2 versions of a word-problem intervention increased students' understanding of 3 word-problem language features: "naming a superordinate category," "identifying irrelevant information," and "providing a word-problem label." At pre- and posttest, 145 3rd-grade students solved word problems and answered questions about word-problem language. Students who participated in the word-problem interventions demonstrated improvement on identifying irrelevant information and providing word-problem labels over students in the business-as-usual condition. We did not identify group differences related to naming a superordinate category. These results suggest the importance of explicit teaching of language comprehension features within word-problem intervention. [This paper was published in "Learning Disabilities: A Multidisciplinary Journal" v24 n2 p1-14 2019.]