A Comparison of Performance in Solving Arithmetical Word Problems by Children with Different Levels of Achievement in Mathematics and Reading

Abstract

Performance in consistent arithmetical word problems was assessed in 941 pupils aged eight (N = 415), ten (N = 274), and thirteen (N = 252) classified in four achievement groups by standardised achievement tests: low achievement in both mathematics and reading (MLRL), in mathematics only (ML-only), in reading only (RL-only), and normal achievement in both (NA). Both the MLRL and ML-only groups performed below the two other groups. On the easiest tasks at the lowest age levels the MLRL-group displayed weaker results than the ML-only group, otherwise they performed at the same level. The RL-only pupils performed at the same level as the NA-group at age 8 and 10, but below the NA-group at age 13. The findings can indicate that reading ability does not interfere with the performance on the word problems as much as general mathematical ability.