The purpose of this study was to investigate the problem-solving performance of learning disabled students and their peers. Irrelevant linguistic and numerical information embedded within addition word problems was presented to matched groups of subjects. Whereas irrelevant numerical information negatively affected pupil performance, irrelevant linguistic information did not affect performance. Learning disabled students exhibited lower accuracy levels and problem-solving rates than grade-age peers. Implications of these findings are discussed in terms of students' problem-solving processes as well as educational programming for learning disabled pupils.
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