This study examined the relations between working memory (WM) and cognitive skills in 320 elementary school children's mathematical word problem solving processes and solution accuracy. A battery of tests was administered that assessed problem solving, WM, achievement, and related cognitive processes. A series of models were tested using structural equation modeling (SEM) to investigate the influence of WM and other cognitive mediators on word problem solving. The results were that (a) problem solving processes were an important predictor of solution accuracy; (b) the central executive component of WM was the only component that influenced problem solving processes; (c) the visual-spatial sketchpad predicted solution accuracy; and (d) children's reading skills significantly mediated the relationship between WM and problem solving processes and solution accuracy. The results support the notion that specific components of WM components play different roles in elementary children's mathematical word problem solving. Individual differences in these WM components, however, can be compensated for by other cognitive skills.
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