The mathematical word problem-solving performance gap between children with and without math difficulties: does working memory mediate and/or moderate treatment effects?

Abstract

This study determined the extent to which working memory (WM) played a moderating and/or mediating role in word-problem-solving (WPS) instructional outcomes between children with and without math difficulties (MD). A randomized pretest-posttest control group study investigated the effects of 8-week strategy instruction in one of four treatment conditions on WPS accuracy of third graders with MD (N = 136) when compared to children with (N = 28) and without MD (N = 43). Comparisons were made of three strategy conditions that included overt cues (e.g. underlining key sentences, filling in diagrams), another treatment condition that removed the overt cues (material-only), and two control conditions (children with and without MD). Four important findings emerged. First, posttest WM significantly predicted posttest WPS, computation, and schema accuracy independent of pretest and treatment conditions. Second, posttest WM mediated posttest WPS treatment outcomes when the control conditions included children without MD. Third, strategy conditions that included overt cues (e.g. crossing out irrelevant sentences) decreased WM demands compared to the Materials-Only condition (without overt cues) for children with MD. Finally, incremental attention allocation training within treatment conditions improved posttest WM in children with MD but not posttest WPS. Results indicated that WPS differences between children with and without MD across treatment conditions were mediated by posttest WM performance.