{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,30]],"date-time":"2026-09-30T04:14:45Z","timestamp":1790741685394,"version":"4.1.0"},"reference-count":66,"publisher":"SAGE Publications","issue":"6","license":[{"start":{"date-parts":[[2025,1,15]],"date-time":"2025-01-15T00:00:00Z","timestamp":1736899200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"},{"start":{"date-parts":[[2025,1,15]],"date-time":"2025-01-15T00:00:00Z","timestamp":1736899200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2025,11]]},"abstract":"<jats:p>\n                    We examined how generalized and mathematics-specific language skills predicted the word-problem performance of students with mathematics difficulty. Participants were 325 third-grade students in the southwestern United States who performed at or below the 25th percentile on a word-problem measure. We assessed generalized language skills in word reading, passage comprehension, and vocabulary knowledge. In addition, we measured mathematics-specific vocabulary knowledge. To explore variation within the mathematics-difficulty population, we utilized unconditional quantile regression to determine how each of these skill sets predicted word-problem performance when controlling for computation and emergent bilingual status. Results revealed that mathematics-vocabulary knowledge significantly predicted word-problem performance at all but two quantiles (\n                    <jats:italic toggle=\"yes\">p<\/jats:italic>\n                    &lt; .001), with strongest predictive relations at the highest quantiles. Passage comprehension had an overall significant relation to word-problem performance (\n                    <jats:italic toggle=\"yes\">p<\/jats:italic>\n                    &lt; .05) that was also reflected in multiple quantiles. Neither word-reading accuracy nor generalized-vocabulary knowledge demonstrated a significant predictive relation to word-problem performance. Given the consistent relation between mathematics-vocabulary knowledge and word-problem performance across quantiles, researchers and practitioners should prioritize evidence-based mathematics-vocabulary instruction to support students\u2019 word-problem-solving skills.\n                  <\/jats:p>","DOI":"10.1177\/00222194241311979","type":"journal-article","created":{"date-parts":[[2025,1,15]],"date-time":"2025-01-15T06:47:27Z","timestamp":1736923647000},"page":"445-458","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":3,"title":["Language Predictors of Word-Problem Performance Among Third-Grade Students With Mathematics Difficulty"],"prefix":"10.1177","volume":"58","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6170-4701","authenticated-orcid":false,"given":"Danielle O.","family":"Lariviere","sequence":"first","affiliation":[{"name":"The University of Texas-Austin, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6424-6160","authenticated-orcid":false,"given":"Sarah R.","family":"Powell","sequence":"additional","affiliation":[{"name":"The University of Texas-Austin, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Anna-Maria","family":"Fall","sequence":"additional","affiliation":[{"name":"The University of Texas-Austin, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Greg","family":"Roberts","sequence":"additional","affiliation":[{"name":"The University of Texas-Austin, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Tessa L.","family":"Arsenault","sequence":"additional","affiliation":[{"name":"The University of Texas-El Paso, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2025,1,15]]},"reference":[{"key":"e_1_3_2_2_1","doi-asserted-by":"crossref","unstructured":"Abdulrahim N. 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