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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
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
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  Data: The Deficit Profile of Elementary Students with Computational Difficulties versus Word Problem-Solving Difficulties
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  Data: <searchLink fieldCode="SO" term="%22Learning+Disability+Quarterly%22"><i>Learning Disability Quarterly</i></searchLink>. May 2021 44(2):110-122.
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  Data: 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
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  Data: 13
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Label: Abstract
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  Data: 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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  Data: 2021
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  Data: EJ1293858
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        Value: 10.1177/0731948719865499
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      – Text: English
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        PageCount: 13
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    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 4
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      – SubjectFull: Children
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      – TitleFull: The Deficit Profile of Elementary Students with Computational Difficulties versus Word Problem-Solving Difficulties
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