Effects of consistency and adequacy of language information on understanding elementary mathematics word problems

Annals of Dyslexia, 2001 by Leong, Che Kan, Jerred, Wendy D

Bransford, J., Zech, L., Schwartz, D., Barron, B., Vye, N., & the Cognition and Technology Group at Vanderbilt (CTGV). (2000). Designs for environments that invite and sustain mathematical thinking. In P. Cobb, E. Yackel, & K. McClain (eds.), Symbolizing and communicating in mathematics classrooms: Perspectives on discourse, tools, and instructional design (pp. 275-324). Mahwah, NJ: Lawrence Erlbaum Associates.

Briars, D. J., & Larkin, J. H. (1984). An integrated model of skill in solving elementary word problems. Cognition and Instruction, 1, 245-296.

Cooney, J. B., & Swanson, H. L. (1990). Individual differences in memory for mathematical story problems: Memory span and problem perception. Journal of Educational Psychology,82,570-577.

Elliott, C. D., Murray, D. J., & Pearson, L. S. (1978). British ability scales: Manual 3; Directions for administration and scoring/Manual 4: Tables of abilities and norms. Windsor, Berks: National Foundation for Educational Research.

Geary, D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological, and genetic components. Psychological Bulletin, 114, 345-362.

Geary, D. C. (1996). Children's mathematical development: Research and practical applications. Washington, DC: American Psychological Association.

Geary, D. C., Hamson, C. O., & Hoard, M. K. (2000). Numerical and arithmetic cognition: A longitudinal study of process and concept deficits in children with learning disability. Journal of Experimental Child Psychology, 77, 236-263.

Geary, D. C., Hoard, M. K., & Hamson, C. 0. (1999). Numerical and arithmetic cognition: Patterns of functions and deficits in children at risk for a mathematical disability. Journal of Experimental Child Psychology, 74, 213-239.

Ginsburg, H. P. (1977). Children's arithmetic: The learning process. New York: D. van Nostrand.

Ginsburg, H. P. (1997). Mathematics learning disabilities: A view from developmental psychology. Journal of Learning Disabilities, 30, 20-33.

Goldman, S. R., Hasselbring, T. S., & the Cognition and Technology Group at Vanderbilt (1997). Achieving meaningful mathematics literacy for students with learning disabilities. Journal of Learning Disabilities, 30, 198-208.

King, E. M. (Ed.). (1982). Canadian tests of basic skills: Multilevel edition: Levels 9-12/Forms 5 & 6. Toronto: Nelson.

Leong, C. K. (1999). Phonological coding and children's spelling. Annals of Dyslexia, 49, 195-220.

Low, R., & Over, R. (1993). Gender differences in solution of algebraic word problems containing irrelevant information. Journal of Educational Psychology, 85,331-339. McCloskey, M. (1992). Cognitive mechanisms in numerical processing: Evidence from acquired dyscalculia. Cognition, 44, 107-157.

Miles, T. R., & Miles, E. (Eds.). (1992). Dyslexia and mathematics. London: Routledge. Montague, M. (1997). Cognitive strategy instruction in mathematics for students with

learning disabilities. Journal of Learning Disabilities, 30,164-177.

National Council of Teachers of Mathematics (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.