The results of this study suggest that the syntactic complexity of written mathematical problems influences the student's ability to solve the problems. Although the study used low-achieving eighth-grade students and a relatively small n, the implications for assessment and instructional planning for LD students are nevertheless apparent. The study stresses the importance of considering factors other than just a youngster's mathematical ability to explain below-average performance in arithmetic.
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Larsen et al. (1978) studied this question.
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