Coping strategies applied to comprehend multistep arithmetic word problems by students with above-average numeracy skills and below-average reading skills

This article discusses how 13-year-old students with above-average numeracy skills and below-average reading skills cope with comprehending word problems. Compared to other students who are proficient in numeracy and are skilled readers, these students are more disadvantaged when solving single-step and multistep arithmetic word problems. The difference is smaller for single-step word problems. Analysis of large-scale data as well as a case study suggested that students used knowledge of stereotype item formats and keywords to cope with comprehending word problems. Instances where students used prior experiences to form predispositions to word problems were observed in the case study. In addition, analyses in both studies revealed that errors caused by overuse of keywords were more frequent among the students with below-average reading skills.

► We examine relationships between reading comprehension and solving word problems.
► Students of interest have above-average numeracy and below-average reading skills.
► Two coping strategies applied to comprehend word problems are observed.
► Students applied knowledge of stereotype item formats and keywords.
► Overreliance on keywords lead to simplified situation models.