14. Found students high in reading ability and low in computational abilities could compensate when problems were heavy on reading but required minimal computations
15. These students could not compensate when problems required multiple steps to solve the problem
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18. Would this training increase use of strategies in the classroom experience and have an impact on attitude regarding the importance of content area reading
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20. Math teachers must understand complexities of types of reading and comprehension involved in math: not just reading words nor reading from left to right as students are taught from a young age
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22. Study performed by introducing reading strategies into graduate course for teachers to “experience as learners the potential of using reading to support the learning of mathematics” (Borasi & Siegel, p.10, 1990).
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25. identifying structure, remembering details, distinguishing between relevant and irrelevant details
26. Study involved small group of students receiving intervention on these strategies