Effects of consistency and adequacy of language information on understanding elementary mathematics word problems

Annals of Dyslexia

Volumn 51, Issue , 2001, Pages 277-293

  Leong, Che Kan ^a  

^a UNIVERSITY OF SASKATCHEWAN   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 23044530692     PISSN: 07369387     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (3)

1. Ackerman, P. T., & Dykman, R. A. (1995). Reading-disabled students with and without comorbid arithmetic disability. Developmental Neuropsychology, 11, 351-371.
2. Badian, N. A. (1999). Persistent arithmetic, reading, or arithmetic and reading disability. Annals of Dyslexia, 49, 45-70.
3. Bransford, J., Zech, L., Schwartz, D., Barren, B., Vye, N., & the Cognition and Technology Group at Vanderbilt (CTGV). (2000). Designs for environments that invite and sustain mathematical thinking. In P. Cobb, E. Yackel, & K. McClain (eds.), Symbolizing and communicating in mathematics classrooms: Perspectives on discourse, tools, and instructional design (pp. 275-324). Mahwah, NJ: Lawrence Erlbaum Associates.