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A Comparison of Verbal Problem-Solving in Arithmetic of LD and Non-LD Seventh Grade Males
Lee, Wanda M. Hudson, Floyd G.
Lee, Wanda M.
Hudson, Floyd G.
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Abstract
This study was conducted to determine if differences existed between a group of LD and a group of NLD students in their ability to solve verbal arithmetic problems. The sample consisted of 20 LD and 20 NLD seventh grade males who were asked individually to read orally and to solve one sample problem and six verbal problems at two levels of difficulty taken from a seventh-grade textbook. Analysis of data sheets, subjects' papers and cassette recordings of the sessions revealed quantitative as well as qualitative differences between the two groups. LD subjects obtained lower mean problem-solving scores and made significantly more errors than did NLD subjects in both arithmetic and oral reading. Qualitative differences primarily stemmed from generalizations from analysis of error patterns, i.e., LD students were more likely to commit errors in the reasoning and miscellaneous categories. Overall, reading achievement proved to be more influential in the subjects' problem-solving skills than did IQ.
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This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Date
1981-04-01
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Institute for Research in Learning Disabilities
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Citation
Lee, W. M. & Hudson, F. G. (1981) A Comparison of Verbal Problem-Solving in Arithmetic of LD and Non-LD Seventh Grade Males [Research Report 43]. Institute for Research in Learning Disabilities, Lawrence, KS.