Roles of Student Reading Comprehension and Item Linguistic Complexity in Math Word Problem Solving

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  In Roundtable Session: Considerations in Literacy Comprehension

Abstract

This research investigates roles of student reading comprehension and item linguistic complexity in solving math word problems for English language learners (ELL) and those who have sufficient English skills (Non-ELL). Using multi-level logistic regression with large-scale, high-stakes test data, we found student reading comprehension skills positively predicted item-level word problem solving performance, and this predictive power was more evident for Non-ELL students. Surprisingly, students had higher correct response rate on items with high linguistic complexity than those with low linguistic complexity, and this association was also more evident in Non-ELL students. The results suggested that it may not be necessary to provide linguistic simplification for Non-ELL or ELL students who take high stakes tests.

Authors

• Shuai Zhang, Appalachian State University

• Pui-Wa Lei, The Pennsylvania State University

• Kausalai K. Wijekumar, Texas A&M University - College Station