title: The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge.
abstract: The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early calculation, word-problem, and number knowledge at start of Grade 2; calculation accuracy and calculation fluency at end of Grade 2; and prealgebraic knowledge and word-problem solving at end of Grade 4. Important similarities in pathways were identified, but path analysis also indicated that language comprehension is more critical for later word-problem solving than prealgebraic knowledge. We conclude that pathways in development of these forms of 4th-grade mathematics performance are more alike than different, but demonstrate the need to fine-tune instruction for strands of the mathematics curriculum in ways that address individual students' foundational mathematics skills or cognitive processes. (PsycINFO Database Record
authors: Department of Special Education, Vanderbilt University.
authors: Lynn S
authors: LS
authors: Fuchs
authors: Department of Special Education, Vanderbilt University.
authors: Jennifer K
authors: JK
authors: Gilbert
authors: Department of Special Education, University of Texas at Austin.
authors: Sarah R
authors: SR
authors: Powell
authors: Department of Psychology, University of Houston.
authors: Paul T
authors: PT
authors: Cirino
authors: Department of Special Education, Vanderbilt University.
authors: Douglas
authors: D
authors: Fuchs
authors: Department of Special Education, Vanderbilt University.
authors: Carol L
authors: CL
authors: Hamlett
authors: Department of Special Education, Vanderbilt University.
authors: Pamela M
authors: PM
authors: Seethaler
authors: Department of Psychological Health and Learning Sciences, University of Houston.
authors: Tammy D
authors: TD
authors: Tolar
mesh_terms: D002648:Child; D003071:Cognition / Q000502:physiology*; D005260:Female; D006801:Humans; D007802:Language; D008297:Male; D055641:Mathematical Concepts; D008568:Memory / Q000502:physiology*; D009483:Neuropsychological Tests; D011340:Problem Solving / Q000502:physiology*; D014705:Verbal Behavior / Q000502:physiology*; D014825:Vocabulary