View in EDS

A Search for Reading Difficulties Among Erred Word Problems.

Saved in:
Bibliographic Details
Title: A Search for Reading Difficulties Among Erred Word Problems.
Authors: Knifong, J. Dan, Holtan, Boyd D.
Peer Reviewed: N
Page Count: 19
Publication Date: 1976
Document Type: Reports - Research
Descriptors: Elementary School Mathematics, Error Patterns, Evaluation, Grade 6, Mathematics Education, Problem Solving, Reading Difficulty, Research
Abstract: This paper reports the results of a study in which interviews were conducted with each of 35 sixth graders who made errors that might have been due to reading on the word problem portion of the Metropolitan Achievement Test. To discover evidence of poor reading affecting word problem success, the investigators asked each child to read aloud those problems answered incorrectly in which reading might have contributed to the error that was made. Children were asked to explain the situation in the problem, to identify the question being asked, and to tell how the problem should be worked. Findings showed that although many children did not know how to do the work, they could read and interpret the problems. Finally, audio reading times were measured to discover evidence that slow reading caused failure; little such evidence was found. (DT)
Notes: Contains occasional light type
Journal Code: RIEJUN1977
Entry Date: 1977
Accession Number: ED134464
Database: ERIC
Description
Abstract:This paper reports the results of a study in which interviews were conducted with each of 35 sixth graders who made errors that might have been due to reading on the word problem portion of the Metropolitan Achievement Test. To discover evidence of poor reading affecting word problem success, the investigators asked each child to read aloud those problems answered incorrectly in which reading might have contributed to the error that was made. Children were asked to explain the situation in the problem, to identify the question being asked, and to tell how the problem should be worked. Findings showed that although many children did not know how to do the work, they could read and interpret the problems. Finally, audio reading times were measured to discover evidence that slow reading caused failure; little such evidence was found. (DT)