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Peake, Rodriguez, Jimenez & Villarroel (2016) [conference]

Arithmetic word problem solving in students with reading learning disabilities
Authors: Peake, C., Rodríguez, C., Jiménez, J.E., & Villarroel, R.
Conference: Conference at the International Workshop on Educational Literacy.
Organizer: Centro de Investigación Avanzada en Educación (CIEAE, U. de Chile).
Place: Santiago de Chile, Chile.
Dates: November, 2016.
Original language: English


Abstract

Arithmetic word problem (AWPs) solving is a desirable milestone in the educational curriculum of elementary education wich depends on the integration of linguistic and mathematical skills. Syntactic awareness (CS) plays a major role in AWPs solving, because of the syntactic structure of AWPs. Thus, it has been seen that students with reading learning disabilities have difficulties in AWPs solving, due to a deficit in CS. The aim of this research was to study the relationship between CS and AWPs solving in students with reading learning disabilities along time. For this porpose, reading skills, syntactic awareness and arithmetic word problem solving were evaluated in 352 students of elementary education in the Canary Islands, Spain, aged between 6 and 11 years old, from a transversal perspective. After conducting a series of mediation analyses, the results showed the evolutionary pattern of the difficulties of students with reading learning disabilities when solving AWPs, in relation to their syntactic knowledge.

Keywords

Reading learning disabilities; syntactic awareness; arithmetic word problem solving.

How to cite

Peake, C., Rodríguez, C., Jiménez, J.E., & Villarroel, R. (November, 2016). Arithmetic word problem solving  in students with reading learning disabilities. Conference presented at the International Workshop on Educational Literacy. Centro de Investigación Avanzada en Educación. Santiago de Chile.
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