Reading comprehension subcomponents as differential predictors of mathematical problem-solving: A multi-method investigation

This study investigated the predictive power of reading comprehension subcomponents—vocabulary knowledge, meaning construction, and critical thinking—on mathematical problem-solving performance. Hierarchical regression, ROC analysis, decision tree modeling, and profile analysis were applied to data from 756 sixth-grade students. Findings revealed a hierarchical pattern: vocabulary knowledge played a foundational role, meaning construction demonstrated significant predictive value, and critical thinking emerged as the ultimate predictor with highest diagnostic accuracy. Profile analysis suggested interaction effects consistent with a multiplicative interpretation, where optimal subcomponent profiles were associated with substantially better performance than component effects alone. These findings have practical implications for educators and school counselors, as critical thinking and meaning construction skills may serve as early indicators of students at risk for word-problem difficulties. Results raise questions about practices that prioritize computational fluency over critical thinking, based on correlational patterns observed in this sample. Evidence-based diagnostic thresholds and targeted intervention recommendations are provided.