Is Reading Comprehension Associated with Mathematics Skills: A Meta-Analysis Research

Autor/in	Akin, Ayça
Titel	Is Reading Comprehension Associated with Mathematics Skills: A Meta-Analysis Research
Quelle	In: International Online Journal of Primary Education, 11 (2022) 1, S.47-61 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Akin, Ayça)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Correlation; Reading Comprehension; Mathematics Skills; Research Reports; Age Differences; Developmental Stages; Problem Solving; Spatial Ability; Geometry; Instructional Program Divisions; Students with Disabilities; Student Characteristics; Arithmetic; Algebra; Language Skills; Meta Analysis; Native Language; Second Language Learning; Academic Standards + Suchen Sie Ihr Suchwort? Korrelation; Leseverstehen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Research report; Forschungsbericht; Age; Difference; Age difference; Altersunterschied; Problemlösen; Räumliches Vorstellungsvermögen; Geometrie; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Language skill; Sprachkompetenz; Meta-analysis; Metaanalyse; Zweitsprachenerwerb
Abstract	The literature on the association between reading comprehension and mathematics skills is complicated and conflicting. This study seeks to illuminate the nature of the association between mathematics skills and reading comprehension by incorporating potential moderators, namely components of mathematics skills, domains of content standards in mathematics, age, language status, and developmental issues. The dataset for this study included 49 studies with 91 correlation coefficients representing 37.654 participants. The findings obtained in this study showed that reading comprehension had a significantly strong effect on students' mathematics skills. This association was moderated by components of mathematics skills, domains of content standards in mathematics, age, language status, and developmental issues. Moderation analyses revealed that problem-solving was the strongest moderator of the association between reading comprehension and mathematics skills, whereas spatial skills were the weakest moderator of this relationship. Based on domains of content standards in mathematics, geometry was the weakest moderator of the association between mathematics skills and reading comprehension. Moreover, the effects of reading comprehension on students' mathematics skills significantly differed in favor of elementary students, students with learning disabilities, and second language learners. Therefore, this research can shed light on the literature by synthesizing the effects of reading comprehension on students' mathematics skills. (As Provided).
Anmerkungen	International Online Journal of Primary Education. e-mail: editor.online.iojpe@gmail.com; Web site: http://www.iojpe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01