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In this study, we aimed to identify predictive factors for the performance of mathematical word problems among elementary students with reading difficulties by comparing their performance with that of general students. We developed and validated test items related to mathematical word problems and mathematical vocabulary, and administered these tests to a total of 120 students: 60 students with reading difficulties and 60 general students, all in the 4th, 5th, and 6th grades of elementary school. The analysis revealed that students with reading difficulties scored lower on both mathematical word problems and mathematical vocabulary tasks compared to general students. The predictive factors influencing performance on mathematical word problems were identified as the use of operation signs, understanding of mathematical units, writing answers, understanding syntax, and writing equations. The analysis of incorrect responses and error rates showed that both general and reading-challenged students exhibited high error rates in writing equations and answers. This suggests the need for targeted instruction focusing on language-related factors, such as syntax comprehension and mathematical vocabulary, for students with reading difficulties. It is recommended to develop programs that support language understanding related to mathematical word problems.
A Sat, study studied this question.