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Wing-Si Ng, Terry Tin-Yau Wong & Cathy Yui-Chi Fong. (2021) Contributions of Reading Comprehension Subskills to Arithmetic Word-Problem Solving among Chinese Primary School Students. Journal of Cognition and Development 22:4, pages 585-604.
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Amy C. Crosson, Elizabeth M. Hughes, Frances Blanchette & Carolyn Thomas. (2020) What’s the Point? Emergent Bilinguals’ Understanding of Multiple-Meaning Words that Carry Everyday and Discipline-Specific Mathematical Meanings. Reading & Writing Quarterly 36:2, pages 84-103.
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Adem Duru & Onder Koklu. (2011) Middle school students’ reading comprehension of mathematical texts and algebraic equations. International Journal of Mathematical Education in Science and Technology 42:4, pages 447-468.
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Eric Haas & Mileidis Gort. (2009) Demanding More: Legal Standards and Best Practices for English Language Learners. Bilingual Research Journal 32:2, pages 115-135.
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Articles from other publishers (17)
Tzu-Hua Huang. (2024) Predictive factors for reading comprehension ability in indigenous high school students instructed through various teaching methods. Asia Pacific Education Review 25:2, pages 489-506.
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Sarah K. Cox & Elizabeth Hughes. (2024) Setting the stage for successful inclusion of students with autism spectrum disorder: Supports to generate and process mathematical language. School Science and Mathematics.
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Le M. Tran & Ofelia Castro Schepers. (2023) Making mathematics meaningful for culturally and linguistically diverse students with a mathematics learning disability: a focus on culturally responsive practices. Frontiers in Education 8.
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Cecilia Segerby. 2023. Developing Inclusive Environments in Education. Developing Inclusive Environments in Education
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Ayça AKIN. (2022) IS READING COMPREHENSION ASSOCIATED WITH MATHEMATICS SKILLS: A META-ANALYSIS RESEARCH. International Online Journal of Primary Education 11:1, pages 47-61.
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Cecilia Segerby. (2022) Exploring How a University Mathematics Teacher’s Digital Relational Competence Can Be Manifested: A Micro-Analytical Study. Education Sciences 12:4, pages 257.
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Dominic Voyer, Marie-Pier Forest & Isabelle Beaudoin. (2022) L’enseignement des inférences : une intervention en lecture qui favorise l’habileté en résolution de problèmes écrits mathématiquesTeaching inferences: Facilitating mathematical word problem solving through reading interventionLa enseñanza de inferencias: una intervención en lectura para favorecer la habilidad en resolución de problemas matemáticos escritos. Revue des sciences de l'éducation 48:2.
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Suzanne R. Forsyth & Sarah R. Powell. (2017) Differences in the Mathematics‐Vocabulary Knowledge of Fifth‐Grade Students With and Without Learning Difficulties. Learning Disabilities Research & Practice 32:4, pages 231-245.
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Michelle Luciano. (2017) Making Reading Easier: How Genetic Information Can Help. Policy Insights from the Behavioral and Brain Sciences 4:2, pages 147-154.
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Sarah R. Powell, Melissa K. Driver, Greg Roberts & Anna-Mária Fall. (2017) An analysis of the mathematics vocabulary knowledge of third- and fifth-grade students: Connections to general vocabulary and mathematics computation. Learning and Individual Differences 57, pages 22-32.
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Hanke Korpershoek, Hans Kuyper & Greetje van der Werf. (2014) THE RELATION BETWEEN STUDENTS’ MATH AND READING ABILITY AND THEIR MATHEMATICS, PHYSICS, AND CHEMISTRY EXAMINATION GRADES IN SECONDARY EDUCATION. International Journal of Science and Mathematics Education 13:5, pages 1013-1037.
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Mary A. Avalos, Alain Bengochea & Walter G. Secada. 2015. Improving Reading Comprehension of Middle and High School Students. Improving Reading Comprehension of Middle and High School Students
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Marie-Pier Goulet & Dominic Voyer. (2014) La résolution de problèmes écrits d’arithmétique : le rôle déterminant des inférences. Éducation et francophonie 42:2, pages 100-119.
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Şükran Tok. (2013) Effects of the know-want-learn strategy on students’ mathematics achievement, anxiety and metacognitive skills. Metacognition and Learning 8:2, pages 193-212.
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Ellen S. Friedland, Susan E. McMillen & Pixita del Prado Hill. (2011) Collaborating to Cross the Mathematics–Literacy Divide: An Annotated Bibliography of Literacy Strategies for Mathematics Classrooms. Journal of Adolescent & Adult Literacy 55:1, pages 57-66.
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Aaron Weinberg & Emilie Wiesner. (2010) Understanding mathematics textbooks through reader-oriented theory. Educational Studies in Mathematics 76:1, pages 49-63.
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Barbara FreemanLindy Crawford. (2008) Creating a Middle School Mathematics Curriculum for English-Language Learners. Remedial and Special Education 29:1, pages 9-19.
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