The Association between Arithmetic and Reading Performance in School: A Meta-Analytic Study

Autor/inn/en	Singer, Vivian; Strasser, Kathernie
Titel	The Association between Arithmetic and Reading Performance in School: A Meta-Analytic Study
Quelle	In: School Psychology Quarterly, 32 (2017) 4, S.435-448 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000197
Schlagwörter	Mathematics Achievement; Reading Achievement; Elementary School Students; Middle School Students; Meta Analysis; Correlation; Mathematics Tests; Reading Tests; Orthographic Symbols; Timed Tests; Coding; Effect Size; Arithmetic; Achievement Tests; Reading Comprehension; Decoding (Reading); Word Problems (Mathematics); Phonology; Cognitive Processes; Learning Disabilities; Mathematics Instruction; Reading Instruction; Literature Reviews; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Meta-analysis; Metaanalyse; Korrelation; Lesetest; Codierung; Programmierung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leseverstehen; Dekodierung; Textaufgabe; Fonologie; Cognitive process; Kognitiver Prozess; Learning handicap; Lernbehinderung; Mathematics lessons; Mathematikunterricht; Leseunterricht
Abstract	Many studies of school achievement find a significant association between reading and arithmetic achievement. The magnitude of the association varies widely across the studies, but the sources of this variation have not been identified. The purpose of this paper is to examine the magnitude and determinants of the relation between arithmetic and reading performance during elementary and middle school years. We meta-analyzed 210 correlations between math and reading measures, coming from 68 independent samples (the overall sample size was 58923 participants). The meta-analysis yielded an average correlation of 0.55 between math and reading measures. Among the moderators tested, only transparency of orthography and use of timed or untimed tests were significant in explaining the size of the correlation, with the largest correlations observed between timed measures of arithmetic and reading and between math and reading in opaque orthographies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01