This study investigated the effects of representation strategy teaching on the performance of low accuracy problem solvers. Three experiments were conducted. Thirty 5th graders who were identified as low accuracy problem solvers participated in Experiment Ⅰ. Results showed that the consistency effect mentioned in Lewis and Mayer (1987) was confirmed. In Experiment Ⅱ,using verbal protocol data of 15 low and 15high accuracy problem solvers. Two reasons which may explain reversal error in the inconsistent language problems were found to be: (1) the negligence of the words ´compare´ and ´is´ in relational statement, and (2) using keyword solving strategy. High and low accuracy problem solvers had distinct representational strategies in sovling two-steps compare word problems. The subjects in Experiment Ⅲ were the same as those in ExperimentⅠ. They were randomly assigned to experimental group and control group. The experimental group was instructed to translate statements in problems and to create number-line diagrams that integrated the information in compare problems, while control group was instructed to rate the difficulty of word problems. In summary, this study indicated that even with 40 minutes instruction of representation training to remediate students erroneous comprehension process for arithmetic word problems, can be useful to promote low accuracy problem solver´s performance.