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Language Predictors of Word-Problem Performance Among Third-Grade Students With Mathematics Difficulty.

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Mathematics-specific vocabulary knowledge is crucial for improving word-problem performance in students with math difficulties. Focusing on math vocabulary instruction can significantly enhance problem-solving skills.

Keywords:
languagemathematicsproblem-solving

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Area of Science:

  • Educational Psychology
  • Mathematics Education
  • Language and Literacy

Background:

  • Students with mathematics difficulty often struggle with word-problem solving.
  • Understanding the role of language skills in mathematics is essential for targeted interventions.

Purpose of the Study:

  • To investigate the predictive power of generalized and mathematics-specific language skills on word-problem performance.
  • To identify which language skills are most critical for students with mathematics difficulty.

Main Methods:

  • Utilized unconditional quantile regression with 325 third-grade students performing below the 25th percentile in word problems.
  • Assessed generalized language skills (word reading, passage comprehension, vocabulary) and mathematics-specific vocabulary.
  • Controlled for computation skills and emergent bilingual status.

Main Results:

  • Mathematics-specific vocabulary knowledge significantly predicted word-problem performance across most quantiles (p < .001).
  • Passage comprehension also showed a significant relation to word-problem performance (p < .05).
  • Generalized vocabulary and word-reading accuracy did not significantly predict performance.

Conclusions:

  • Mathematics-specific vocabulary knowledge is a key predictor of word-problem success for students with math difficulties.
  • Prioritizing evidence-based mathematics-vocabulary instruction is recommended for educators and researchers.
  • Targeted vocabulary interventions can support students in overcoming word-problem challenges.