Brief Reports: A Search for Reading Difficulties among Erred Word Problems
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The most persistent assumption about children's difficulties with word problems is that reading plays a decisive role. This assumption is so embedded in professional thinking that it remains in spite of rather severe challenges and weak support (see Knifong & Holtan, 1976, for a review). It is acknowledged that if a child cannot read a problem, then he certainly cannot work it. It is further acknowledged that (a) it is possible to construct a word problem that can be solved by simple arithmetic operations but can be written in such a style that grade school children cannot decipher its meaning; and (b) a typical classroom will contain a few students, usually one or two, who are dramatically behind grade level in reading ability and probably other subjeets as well. The issue is not whether reading underlies success in word problems—that is assumed. Rather, the issue is whether poor reading skills typically contribute to failure, or whether failure is due to some other factor(s).
