Story Problems: Merely Confusing or Downright Befuddling?

This study investigated the effect of varying problem vocabulary on students' accuracy and speed in computing story problems. Twelve types of story problems were identified, with problem types based on the information contained in each problem. The daily performance of seven learning-disabled boys was measured over an 11-month period, with an average of 100 observations per student. The results indicated that problems containing extraneous information were computed more slowly and less accurately than any other class of problems. Student performance on initially difficult classes of problems was improved by using one of three simple teaching techniques: Reread (Technique I), Write (Technique II), and Reexamine Solution (Technique III).