Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension

• Published in: Scientific studies of reading Vol. 22; no. 2; pp. 152 - 166
• Main Authors: Fuchs, Lynn S., Gilbert, Jennifer K., Fuchs, Douglas, Seethaler, Pamela M., N. Martin, BrittanyLee
• Format: Journal Article
• Language: English
• Published: United States Routledge 01.01.2018; Routledge, Taylor & Francis Group
• Subjects: Abstract Reasoning; Achievement Tests; Arithmetic; Comprehension; Computation; Diagnostic Tests; Elementary School Mathematics; Elementary School Students; Grade 2; Intelligence Tests; Language processing; Language Role; Language teaching methods; Mathematics; Mathematics Achievement; Mathematics Skills; Mathematics Tests; Multivariate Analysis; Oral Language; Path Analysis; Predictor Variables; Problem Solving; Reading Comprehension; Reading Tests; Reasoning; Short Term Memory; Spoken language; Word Problems (Mathematics); Word recognition
• ISSN: 1088-8438; 1532-799X
• DOI: 10.1080/10888438.2017.1398259

This study was designed to deepen insights on whether word-problem (WP) solving is a form of text comprehension (TC) and on the role of language in WPs. A sample of 325 second graders, representing high, average, and low reading and math performance, was assessed on (a) start-of-year TC, WP skill, language, nonlinguistic reasoning, working memory, and foundational skill (word identification, arithmetic) and (b) year-end WP solving, WP-language processing (understanding WP statements, without calculation demands), and calculations. Multivariate, multilevel path analysis, accounting for classroom and school effects, indicated that TC was a significant and comparably strong predictor of all outcomes. Start-of-year language was a significantly stronger predictor of both year-end WP outcomes than of calculations, whereas start-of-year arithmetic was a significantly stronger predictor of calculations than of either WP measure. Implications are discussed in terms of WP solving as a form of TC and a theoretically coordinated approach, focused on language, for addressing TC and WP-solving instruction.