Irrelevant Information and Person Effects of Word-Problem Performance

The purpose of this study was to extend the literature on word-problem performance by using a crossed random-effects item response model to bring together two lines of research, namely irrelevant information and person factors that affect word-problem performance. This study combined covariates iden...

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Main Author:	Wang, Amber Yu
Other Authors:	Doug Fuchs
Format:	Others
Language:	en
Published:	VANDERBILT 2016
Subjects:	Special Education
Online Access:	http://etd.library.vanderbilt.edu/available/etd-07062016-131309/

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spelling	ndltd-VANDERBILT-oai-VANDERBILTETD-etd-07062016-1313092016-07-08T05:22:11Z Irrelevant Information and Person Effects of Word-Problem Performance Wang, Amber Yu Special Education The purpose of this study was to extend the literature on word-problem performance by using a crossed random-effects item response model to bring together two lines of research, namely irrelevant information and person factors that affect word-problem performance. This study combined covariates identified in prior research into one model so that effects could be evaluated in the presence of other potential influences. Study participants were 140 3rd- and 5th-graders identified as at risk for mathematics difficulties. Results demonstrated that irrelevant information position uniquely contributed to word-problem solving, in the presence of arithmetic skill, nonverbal reasoning, language comprehension, working memory, and grade. Language comprehension emerged as a significant factor, also when controlling for all other person- and-item factors. No significant interactions were found. We discuss instructional implications, suggest future directions for research, and present study limitations. Doug Fuchs Kimberly Paulsen Bethany Rittle-Johnson Lynn S. Fuchs VANDERBILT 2016-07-07 text application/pdf http://etd.library.vanderbilt.edu/available/etd-07062016-131309/ http://etd.library.vanderbilt.edu/available/etd-07062016-131309/ en restricted I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.
collection	NDLTD
language	en
format	Others
sources	NDLTD
topic	Special Education
spellingShingle	Special Education Wang, Amber Yu Irrelevant Information and Person Effects of Word-Problem Performance
description	The purpose of this study was to extend the literature on word-problem performance by using a crossed random-effects item response model to bring together two lines of research, namely irrelevant information and person factors that affect word-problem performance. This study combined covariates identified in prior research into one model so that effects could be evaluated in the presence of other potential influences. Study participants were 140 3rd- and 5th-graders identified as at risk for mathematics difficulties. Results demonstrated that irrelevant information position uniquely contributed to word-problem solving, in the presence of arithmetic skill, nonverbal reasoning, language comprehension, working memory, and grade. Language comprehension emerged as a significant factor, also when controlling for all other person- and-item factors. No significant interactions were found. We discuss instructional implications, suggest future directions for research, and present study limitations.
author2	Doug Fuchs
author_facet	Doug Fuchs Wang, Amber Yu
author	Wang, Amber Yu
author_sort	Wang, Amber Yu
title	Irrelevant Information and Person Effects of Word-Problem Performance
title_short	Irrelevant Information and Person Effects of Word-Problem Performance
title_full	Irrelevant Information and Person Effects of Word-Problem Performance
title_fullStr	Irrelevant Information and Person Effects of Word-Problem Performance
title_full_unstemmed	Irrelevant Information and Person Effects of Word-Problem Performance
title_sort	irrelevant information and person effects of word-problem performance
publisher	VANDERBILT
publishDate	2016
url	http://etd.library.vanderbilt.edu/available/etd-07062016-131309/
work_keys_str_mv	AT wangamberyu irrelevantinformationandpersoneffectsofwordproblemperformance
_version_	1718342057052864512

Irrelevant Information and Person Effects of Word-Problem Performance

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