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Predicting the Word-Problem Performance of Students With Mathematics Difficulty Using Word-Problem Vocabulary Knowledge.

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Title: Predicting the Word-Problem Performance of Students With Mathematics Difficulty Using Word-Problem Vocabulary Knowledge.
Authors: Stevens, Elizabeth A. (AUTHOR), Leroux, Audrey J. (AUTHOR), Powell, Sarah R. (AUTHOR)
Source: Learning Disabilities Research & Practice (Sage Publications Inc.). Nov2024, Vol. 39 Issue 4, p202-211. 10p.
Subjects: Mathematics students, Secondary analysis, Vocabulary, Mathematics, Forecasting
Abstract: This study reports a secondary analysis from a randomized control trial study conducted with third graders with mathematics difficulty (MD; N = 75). We used simple linear regression to investigate whether students' performance on a word-problem vocabulary assessment predicted their performance on a measure of word-problem solving. Additionally, we used multiple linear regression to determine whether English learner (EL) status (n = 21; 28%) moderated this relation. Students' word-problem vocabulary knowledge significantly predicted their word-problem performance (R 2 =.27), but this relation was not moderated by EL status (Δ R 2 =.003). These findings suggest word-problem vocabulary knowledge is important for word-problem solving for students with MD, regardless of EL status. Given the results showed that improved word-problem vocabulary was associated with higher levels of word-problem solving, researchers and teachers might consider including word-problem vocabulary support as part of word-problem interventions. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disabilities Research & Practice (Sage Publications Inc.) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Predicting the Word-Problem Performance of Students With Mathematics Difficulty Using Word-Problem Vocabulary Knowledge.
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  Data: <searchLink fieldCode="AR" term="%22Stevens%2C+Elizabeth+A%2E%22">Stevens, Elizabeth A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Leroux%2C+Audrey+J%2E%22">Leroux, Audrey J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Powell%2C+Sarah+R%2E%22">Powell, Sarah R.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Learning+Disabilities+Research+%26+Practice+%28Sage+Publications+Inc%2E%29%22">Learning Disabilities Research & Practice (Sage Publications Inc.)</searchLink>. Nov2024, Vol. 39 Issue 4, p202-211. 10p.
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  Data: <searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+analysis%22">Secondary analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Forecasting%22">Forecasting</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study reports a secondary analysis from a randomized control trial study conducted with third graders with mathematics difficulty (MD; N = 75). We used simple linear regression to investigate whether students' performance on a word-problem vocabulary assessment predicted their performance on a measure of word-problem solving. Additionally, we used multiple linear regression to determine whether English learner (EL) status (n = 21; 28%) moderated this relation. Students' word-problem vocabulary knowledge significantly predicted their word-problem performance (R 2 =.27), but this relation was not moderated by EL status (Δ R 2 =.003). These findings suggest word-problem vocabulary knowledge is important for word-problem solving for students with MD, regardless of EL status. Given the results showed that improved word-problem vocabulary was associated with higher levels of word-problem solving, researchers and teachers might consider including word-problem vocabulary support as part of word-problem interventions. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Learning Disabilities Research & Practice (Sage Publications Inc.) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Type: general
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              Text: Nov2024
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