Improving Language Comprehension to Enhance Word-Problem Solving

Abstract

The focus of this article is the role of language comprehension within word-problem solving (WPS). The role of the language comprehension in WPS is explained, and an overview of research illustrating language comprehension's contribution to WPS is described. Next, an innovative intervention that embeds WP-specific language comprehension instruction within a validated form of schema-based WP intervention is described, and the methods and results of a randomized controlled trial assessing the added value of embedding WP-specific language comprehension instruction are outlined. Implications for practice and future research are drawn.

Closing the word-problem achievement gap in first grade: Schema-based word-problem intervention with embedded language comprehension instruction.

“…Data-entry agreement was 99.6. Predictive validity across first grade with respect to end-year Wide Range Achievement Test (WRAT; Wilkinson, 1993) was .73 (Fuchs et al, 2013). Sample-based α was .98.…”

“…Data-entry agreement was 98.5%. Predictive validity across first grade with respect to KeyMath–Revised Problem Solving (Connolly, 1998) is .62 (Fuchs et al, 2013). Sample-based α was .93.…”

“…This, however, does not appear to be the case for at-risk learners. Fuchs, Craddock, and Seethaler (2013) assessed the efficacy of a number knowledge (NK) intervention that produced dramatically superior arithmetic outcomes for at-risk first graders. Yet, the effect size on WPS was substantially lower than on arithmetic (0.22 vs. 0.87).…”

Is Reading Comprehension Associated With Mathematics Skills: A Meta-Analysis Research

“…Spatial skills are associated with mental rotation, visualization, spatial memory, spatial orientation, spatial perception, understanding symmetry, translation, and transformation of geometric figures, along with the interpretation of algebraic rules in the context of geometry (Xie et al, 2020). Moreover, the first thing that comes to mind when thinking of mathematical skills is problem-solving because the application of mathematical ideas in the real world and STEM fields can be reflected by problem-solving (Fuchs et al, 2020). Problem-solving has great prominence in each part of the mathematics curriculum and at each grade level from kindergarten to high school (Fuch et al, 2015).…”

“…Problem-solving has great prominence in each part of the mathematics curriculum and at each grade level from kindergarten to high school (Fuch et al, 2015). Therefore, problem-solving performance is the greatest indicator of mathematics achievement, as students' mathematics skills are generally assessed based on problem-solving tasks (Fuchs et al, 2020).…”