In this manuscript we examine the intersection of reading and mathematics
skills to theorize a model that may account for student understandings,
whether they be correct or incorrect. The theoretical model relies on research
from reading, special education, psychology, mathematics, and mathematics
education in the formation of the theoretical framework. By no means is this
manuscript intended to draw conclusions but to propose a synergistic and
interdependent idea to focus researchers from across several disciplines and to
issue a challenge to rigorously explore the model in various contexts with
broad levels of implementation.