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The compensatory-encoding theory (C-ET) of reading specifies how the efficiency of performance subcomponents affects comprehension under diverse task conditions. It maintains that readers can overcome weak skills through compensatory processes. To test whether C-ET captures more general principles underlying scholastic performance, the authors applied the theory to algebra: 140 undergraduates were asked to resolve algebraic inequalities under time pressure or under no time pressure. Participants were also assessed on the efficiency of the subcomponents required to execute the criterion algebraic inequality task (e.g., number identification, computation latency). Strong linkages were observed between subcomponent efficiency and algebraic inequality accuracy under time pressure, whereas weaker linkages were observed under no time pressure. Under no time pressure, rate of performance was unrelated to accuracy, all consistent with C-ET. Educational implications for helping struggling math problem solvers and for understanding standardized test results are considered.
