The Development of Math, Problems Solving, and Reading Skills in.pptVIP

* Reliability for year 1 ranged from .68 to .96 Working Memory, Attention, and Mathematical Problem Solving: A longitudinal study of Grade 1 Children at Risk and Not at Risk for Serious Math Difficulties H. Lee Swanson University of California-Riverside June, 2010 Dr. Margaret Beebe-Frankenberger, Project Director Bev Hedin Project Management-School Liaison Doctoral Students: Diana Dowds, Rebecca Gregg, Georgia Doukas,James Lyons, Olga Jerman, Kelly Rosston,Xinhua Zheng, Krista Healy Funded by the U.S. Department of Education, Institute of Education Sciences/Cognition and Student Learning Key Contributors General Significance: Mathematics and Learning Disabilities Students at risk for mathematical disabilities are a large segment of the public school population There is a need to know the processes that underlie problem-solving difficulty in such a large population. Previous studies as well as our own have shown that a significant proportion of the variance related to solution accuracy in word problems is related to WM, but the specific sources of variance and its relationship to growth have not been clearly identified. Assumptions To comprehend and solve mathematical word problems one must be able to keep track of incoming information. This is necessary in order to understand words, phrases, sentences, and propositions that, in turn, are necessary to construct a coherent and meaningful interpretation of word problems. We assume that this keeping track of information draws upon WM. Research Questions Which components of WM central executive, phonological loop, visual-spatial sketch pad are most directly related to components of word problem solving e.g., problem representation, solution planning, solution execution Specifically,we will determine whether growth in WM moderates growth in components of problem solving and how these relationships vary within and between ability groups. Research Question 2 2. What cognitive mechanisms and academi