TY - JOUR
T1 - The Deficit Profile of Elementary Students With Computational Difficulties Versus Word Problem-Solving Difficulties
AU - Lin, Xin
AU - Peng, Peng
AU - Luo, Hongjing
N1 - Funding Information:
The authors wish to thank all participating students and teachers at Yukai School (Chongqing, China), for assisting and supporting the data collection. The author(s) received no financial support for the research, authorship, and/or publication of this article.
Publisher Copyright:
© Hammill Institute on Disabilities 2019.
PY - 2021/5
Y1 - 2021/5
N2 - The purpose of the study was to compare the deficit profiles of two important types of mathematics difficulties. Three cognitive measures (working memory, processing speed, and reasoning), two mathematics measures (numerical facts retrieval and mathematics vocabulary), and reading comprehension were assessed among 237 Chinese fourth-grade students, among whom 28 were classified as students with only computational difficulties (CD), 34 were classified as having only word problem-solving difficulties (WPD), 20 were classified as students with computational and word problem-solving difficulties (CD + WPD), and 43 typically developing (TD) peers. Multivariate analysis showed that, compared with TD, CD was associated with weakness in numerical working memory; WPD was associated with weakness in reading comprehension; both CD and WPD were associated with weakness in mathematics vocabulary. However, CD and WPD did not differ from each other on any of those profiling measures. Implications for understanding mathematics competence and identification of mathematics difficulties are discussed.
AB - The purpose of the study was to compare the deficit profiles of two important types of mathematics difficulties. Three cognitive measures (working memory, processing speed, and reasoning), two mathematics measures (numerical facts retrieval and mathematics vocabulary), and reading comprehension were assessed among 237 Chinese fourth-grade students, among whom 28 were classified as students with only computational difficulties (CD), 34 were classified as having only word problem-solving difficulties (WPD), 20 were classified as students with computational and word problem-solving difficulties (CD + WPD), and 43 typically developing (TD) peers. Multivariate analysis showed that, compared with TD, CD was associated with weakness in numerical working memory; WPD was associated with weakness in reading comprehension; both CD and WPD were associated with weakness in mathematics vocabulary. However, CD and WPD did not differ from each other on any of those profiling measures. Implications for understanding mathematics competence and identification of mathematics difficulties are discussed.
KW - computational difficulties
KW - mathematics vocabulary
KW - word problem-solving difficulties
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U2 - 10.1177/0731948719865499
DO - 10.1177/0731948719865499
M3 - Article
AN - SCOPUS:85070371392
VL - 44
SP - 110
EP - 122
JO - Learning Disability Quarterly
JF - Learning Disability Quarterly
SN - 0731-9487
IS - 2
ER -