Achievement gaps between students with low and high language proficiency appear for word problems, but is this due to their text format or their conceptual challenges? A test with percent problems of different types and in pure, text and visual format was conducted with N=308 seventh graders. Students’ scores were analyzed statistically by a cognitive diagnosis model. Unlike expected, the probability for students with low language proficiency to solve items in text format is not lower than in pure format. These results are interpreted as indication that conceptual challenges might impact stronger than reading challenges.

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