Word Problem-Solving Instruction and Serious Math Difficulties: Does Working Memory Mediate Treatment Effects?

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Abstract

This study determined the extent to which working memory played a moderating and/or mediating role in word-problem-solving (WPS) instructional outcomes between children with and without math difficulties (MD). A randomized pretest-posttest control group study investigated the effects of 8-week strategy instruction in one of four treatment conditions on WPS accuracy of third graders with MD when compared to children with and without MD Comparisons were made of three strategy conditions that included overt cues (e.g., underlining key sentences, filling in diagrams), another condition that removed the overt cues (material-only), and two control conditions (children with and without MD). Results will be discussed in terms of the mediating and moderating role of that WPS differences between children with and without MD.

Authors

• Lee Swanson, University of California - Riverside

• Michael John Orosco, University of Kansas

• Deborah K. Reed, University of Tennessee