Does Oral Language Influence How First Graders Solve Arithmetic Word Problems?

dc.contributor.advisor	Samelson, Vicki M.
dc.contributor.author	Mancl, Lacey
dc.date.accessioned	2011-11-07T16:46:54Z
dc.date.available	2011-11-07T16:46:54Z
dc.date.issued	2011-05
dc.identifier.uri	http://digital.library.wisc.edu/1793/54955
dc.description	Color poster with text, images, and graphs.	en
dc.description.abstract	This study aimed to 1) code a new portion of the existing data set and test statistically if group differences exist in first graders' flexibility in selecting solution strategies while solving traditionally-worded problems and 2) to re-code the scaffolding condition data set and test statistically if, when gesture and rewording scaffolds are presented, children with low oral language skill select different solution strategies than when traditionally-worded problems are presented.	en
dc.description.sponsorship	University of Wisconsin--Eau Claire Office of Research and Sponsored Programs; NIDCD grant; ASHA New Century Scholars Doctoral Scholarship.	en
dc.language.iso	en_US	en
dc.relation.ispartofseries	USGZE AS589	en
dc.subject	Word problems (Mathematics)--Study and teaching (Elementary)	en
dc.subject	Verbal ability in children--Educational aspects	en
dc.subject	Mathematical ability in children	en
dc.subject	Posters	en
dc.title	Does Oral Language Influence How First Graders Solve Arithmetic Word Problems?	en
dc.type	Presentation	en