The Deficit Profile of Elementary Students with Computational Difficulties versus Word Problem-Solving Difficulties
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| Title: | The Deficit Profile of Elementary Students with Computational Difficulties versus Word Problem-Solving Difficulties |
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| Language: | English |
| Authors: | Lin, Xin, Peng, Peng, Luo, Hongjing |
| Source: | Learning Disability Quarterly. May 2021 44(2):110-122. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Elementary School Students, Grade 4, Children, Learning Problems, Mathematics Skills, Word Problems (Mathematics), Reading Comprehension, Vocabulary, Problem Solving, Short Term Memory, Achievement Tests, Intelligence Tests, Foreign Countries |
| Geographic Terms: | China |
| Assessment and Survey Identifiers: | Wide Range Achievement Test, Woodcock Johnson Tests of Achievement, Wechsler Intelligence Scale for Children, Raven Advanced Progressive Matrices |
| DOI: | 10.1177/0731948719865499 |
| ISSN: | 0731-9487 |
| Abstract: | The purpose of the study was to compare the deficit profiles of two important types of mathematics difficulties. Three cognitive measures (working memory, processing speed, and reasoning), two mathematics measures (numerical facts retrieval and mathematics vocabulary), and reading comprehension were assessed among 237 Chinese fourth-grade students, among whom 28 were classified as students with only computational difficulties (CD), 34 were classified as having only word problem-solving difficulties (WPD), 20 were classified as students with computational and word problem-solving difficulties (CD + WPD), and 43 typically developing (TD) peers. Multivariate analysis showed that, compared with TD, CD was associated with weakness in numerical working memory; WPD was associated with weakness in reading comprehension; both CD and WPD were associated with weakness in mathematics vocabulary. However, CD and WPD did not differ from each other on any of those profiling measures. Implications for understanding mathematics competence and identification of mathematics difficulties are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1293858 |
| Database: | ERIC |
| Abstract: | The purpose of the study was to compare the deficit profiles of two important types of mathematics difficulties. Three cognitive measures (working memory, processing speed, and reasoning), two mathematics measures (numerical facts retrieval and mathematics vocabulary), and reading comprehension were assessed among 237 Chinese fourth-grade students, among whom 28 were classified as students with only computational difficulties (CD), 34 were classified as having only word problem-solving difficulties (WPD), 20 were classified as students with computational and word problem-solving difficulties (CD + WPD), and 43 typically developing (TD) peers. Multivariate analysis showed that, compared with TD, CD was associated with weakness in numerical working memory; WPD was associated with weakness in reading comprehension; both CD and WPD were associated with weakness in mathematics vocabulary. However, CD and WPD did not differ from each other on any of those profiling measures. Implications for understanding mathematics competence and identification of mathematics difficulties are discussed. |
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| ISSN: | 0731-9487 |
| DOI: | 10.1177/0731948719865499 |
