Abstract
Children fail at solving story (verbal) problems for many reasons. Some of the reasons are low reading comprehension, lack of experience with the problem situation, unfamiliarity with the language of the situation, and irrelevancy of the problem, to name a few. The “language-experience” approach to teaching children to solve story problems is one method that short circuits these reasons for failure. When this approach is used, children are given the experience of writing their own problems in their own language and using their own previous experiences. The children, therefore, are familiar with the problem situation, know the language of the problem, have no trouble reading the problem, and can relate to the information in the problem.
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