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Is Word-Problem Solving a Form of Text Comprehension?

Lynn S Fuchs1, Douglas Fuchs1, Donald L Compton1

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Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading
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PubMed
Summary

Word-problem solving requires general language skills, working memory, and reasoning. It also uniquely needs word-problem-specific language comprehension, differentiating it from general text comprehension.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Developmental Psychology

Background:

  • Word-problem (WP) solving is a complex cognitive task.
  • It is hypothesized to involve general text comprehension processes alongside unique WP-specific language demands.

Purpose of the Study:

  • To investigate the cognitive components of word-problem solving.
  • To differentiate the cognitive processes underlying word-problem solving versus general text comprehension.

Main Methods:

  • Longitudinal study with 206 second-grade children.
  • Assessed general language comprehension, working memory, nonlinguistic reasoning, processing speed, arithmetic, word reading, WP-specific language comprehension, word-problem solving, and text comprehension.

Main Results:

  • General language comprehension directly influenced text comprehension.
  • General language comprehension partially influenced word-problem solving, mediated by WP-specific language.
  • Working memory and reasoning influenced both outcomes in parallel.

Conclusions:

  • Word-problem solving relies on both general and specific language comprehension skills.
  • Cognitive architecture for WP solving differs from general text comprehension due to unique language demands.