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Scientific Studies of Reading Volume 19, 2015 - Issue 3
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Research Articles

Is Word-Problem Solving a Form of Text Comprehension?

Lynn S. FuchsVanderbilt UniversityCorrespondence[email protected]
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Douglas FuchsVanderbilt UniversityView further author information
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Donald L. ComptonVanderbilt UniversityView further author information
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Carol L. HamlettVanderbilt UniversityView further author information
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Amber Y. WangVanderbilt UniversityView further author information
Pages 204-223 | Published online: 18 Feb 2015

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Amy Ray, Julie Herron & Emma Bullock. (2023) Exploring Mathematics Vocabulary Alignment in a Future Elementary Teacher’s Trajectory: A Case Study. Journal of College Reading and Learning 53:3, pages 192-210.
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Jui-Teng Li, Genesis D. Arizmendi & H. Lee Swanson. (2022) The influence of teachers’ math instructional practices on English learners’ reading comprehension and math problem-solving performance in Spanish and English. International Journal of Bilingual Education and Bilingualism 25:10, pages 3614-3630.
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Kelly B. Cartwright, Ana Taboada Barber & Casey J. Archer. (2022) What’s the Difference? Contributions of Lexical Ambiguity, Reading Comprehension, and Executive Functions to Math Word Problem Solving in Linguistically Diverse 3rd to 5th Graders. Scientific Studies of Reading 26:6, pages 565-584.
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Nadine Cruz Neri, Jenny Wagner & Jan Retelsdorf. (2021) What makes mathematics difficult for adults? The role of reading components in solving mathematics items. Educational Psychology 41:9, pages 1199-1219.
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Anne Lafay, Helena P. Osana & Julie Guillan. (2021) Can manipulatives help students in the third and fifth grades understand the structure of word problems?. Educational Psychology 41:9, pages 1180-1198.
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Ard W. Lazonder, Noortje Janssen, Hannie Gijlers & Amber Walraven. (2021) Patterns of Development in Children’s Scientific Reasoning: Results from a Three-Year Longitudinal Study. Journal of Cognition and Development 22:1, pages 108-124.
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H. Lee Swanson, Jennifer Kong & Stefania D. Petcu. (2020) Math problem-solving and cognition among emerging bilingual children at risk and not at risk for math difficulties. Child Neuropsychology 26:4, pages 489-517.
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Natthapoj Vincent Trakulphadetkrai, Louise Courtney, Jon Clenton, Jeanine Treffers-Daller & Anna Tsakalaki. (2020) The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): an exploratory study. International Journal of Bilingual Education and Bilingualism 23:4, pages 473-487.
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Paul T. Cirino, Tammy D. Tolar & Lynn S. Fuchs. (2019) Longitudinal algebra prediction for early versus later takers. The Journal of Educational Research 112:2, pages 179-191.
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Lynn S. Fuchs, Jennifer K. Gilbert, Douglas Fuchs, Pamela M. Seethaler & BrittanyLee N. Martin. (2018) Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension. Scientific Studies of Reading 22:2, pages 152-166.
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Kees Hoogland, Birgit Pepin, Jaap de Koning, Arthur Bakker & Koeno Gravemeijer. (2018) Word problems versus image-rich problems: an analysis of effects of task characteristics on students’ performance on contextual mathematics problems. Research in Mathematics Education 20:1, pages 37-52.
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Paola Viterbori, Laura Traverso & M. Carmen Usai. (2017) The Role of Executive Function in Arithmetic Problem-Solving Processes: A Study of Third Graders. Journal of Cognition and Development 18:5, pages 595-616.
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