The purpose of this pilot study was

The purpose of this pilot study was to explore the impact of mathematics and reading learn- ing difficulties on the mathematics-vocabulary understanding of fifth-grade students. Students (n = 114) completed three measures: mathematics computation, general vocabulary, and mathematics vocabulary. Based on performance on the mathematics computation and gen- eral vocabulary measures, students were categorized with no learning difficulty (i.e., typical), mathematics difficulty without reading difficulty (MD-only), reading difficulty without math- ematics difficulty (RD-only), and combined mathematics and reading difficulties (MDRD). On the mathematics-vocabulary measure, students with MD-only or RD-only scored signifi- cantly lower than typical students, and students with MDRD demonstrated significantly lower performance than students with MD-only or RD-only.

結果 (繁體中文) 1:

這項試驗研究的目的是探討數學和閱讀學到，閱讀困難的上五年級學生數學詞彙理解的影響。學生（N = 114）完成了三個措施：數學運算，一般詞彙和數學詞彙。基於對性能的數學計算和gen-全部擦除詞彙措施，學生沒有學習困難（即，典型值），數學難度分為無閱讀障礙（MD-只），閱讀困難，沒有數學，難度（RD-只）和組合數學和閱讀困難（MDRD）。在數學詞彙的措施，學生MD-只或RD-只取得了顯著地比典型的學生降低，

結果 (繁體中文) 2:

本實驗旨在探討數學和閱讀學習困難對五年級學生數學詞彙理解的影響。學生（n = 114）完成了三個衡量標準：數學計算、一般詞彙和數學詞彙。根據數學計算和代際詞彙量，對學生進行分類，沒有學習困難（即典型），數學難度無閱讀困難（僅MD），閱讀難度無數學-資訊學難度（僅限RD），兼係數學和閱讀困難（MDRD）。在數學詞彙量方面，僅MD或僅RD的學生得分明顯低於普通學生，而MDRD的學生的表現明顯低於僅MD或僅RD的學生。

結果 (繁體中文) 3:

本研究旨在探討數學與閱讀學習困難對五年級學生數學詞彙理解的影響。學生（n=114）完成了三項量測：數學計算、一般詞彙和數學詞彙。根據學生在數學計算和一般詞彙測試中的表現，將學生分為無學習困難（即典型）、無閱讀困難（僅MD）、無數學學習困難（僅RD）和數學與閱讀結合困難（MDRD）三類。在數學詞彙量表上，單純MD或RD的學生得分顯著低於典型學生，MDRD的學生表現顯著低於單純MD或RD的學生。