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IS READING COMPREHENSION ASSOCIATED WITH MATHEMATICS SKILLS: A META-ANALYSIS RESEARCH

Year 2022, Volume: 11 Issue: 1, 47 - 61, 30.06.2022
https://doi.org/10.55020/iojpe.1052559

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.

References

  • Anselmo, G. A., Yarbrough, J. L., Kovaleski, J. F., & Tran, V. N. (2017). Criterion‐related validity of two curriculum‐based measures of mathematical skill in relation to reading comprehension in secondary students. Psychology in the Schools, 54(9), 1148-1159.
  • Bae, Y. S., Chiang, H. M., & Hickson, L. (2015). Mathematical word problem solving ability of children with autism spectrum disorder and their typically developing peers. Journal of Autism and Developmental Disorders, 45(7), 2200-2208.
  • Bjork, I. M., & Crane, C. (2013). Cognitive skills used to solve mathematical word problems and numerical operations: A study of 6-to 7-year-old children. European Journal of Psychology of Education, 28(4), 1345-1360.
  • Björn, P. M., Aunola, K., & Nurmi, J. E. (2016). Primary school text comprehension predicts mathematical word problem-solving skills in secondary school. Educational Psychology, 36(2), 362-377.
  • Boonen, A. J., van der Schoot, M., van Wesel, F., de Vries, M. H., & Jolles, J. (2013). What underlies successful word problem solving? A path analysis in sixth grade students. Contemporary Educational Psychology, 38(3), 271-279.
  • Boonen, A. J., van Wesel, F., Jolles, J., & van der Schoot, M. (2014). The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An item-level analysis in elementary school children. International Journal of Educational Research, 68, 15-26.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein. H. R. (2009). Introduction to meta-analysis. Chichester, England: Wiley.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2014). Comprehensive meta-analysis (Version 3). Englewood NJ Biostat.
  • Bullen, J. C., Lerro, L. S., Zajic, M., McIntyre, N., & Mundy, P. (2020). A developmental study of mathematics in children with autism spectrum disorder, symptoms of attention deficit hyperactivity disorder, or typical development. Journal of Autism and Developmental Disorders, 50(12), 4463-4476.
  • Can, D. (2020). The Mediator effect of reading comprehension in the relationship between logical reasoning and word problem solving. Participatory Educational Research, 7(3), 230-246.
  • Cantin, R. H., Gnaedinger, E. K., Gallaway, K. C., Hesson-McInnis, M. S., & Hund, A. M. (2016). Executive functioning predicts reading, mathematics, and theory of mind during the elementary years. Journal of Experimental Child Psychology, 146, 66-78.
  • Carter, T. A., & Dean, E. O. (2006). Mathematics intervention for grades 5–11: Teaching mathematics, reading, or both?. Reading Psychology, 27(2-3), 127-146.
  • Chae, C. H. (2004). Reading comprehension and mathematical concept acquisition through the use of math stories with bilingual children, (Unpublished Ed.D. Dissertation). Florida International University.
  • Cohen, L. (2007). Experiments, quasi-experiments, single-case research and meta-analysis. In L. Cohen, L. Manion, & K. Morrison (Eds.), Research methods in education (pp. 272–296). Abingdon: Routledge.
  • Cummins, D. D., Kintsch, W., Reusser, K., & Weimer, R. (1988). The role of understanding in solving word problems. Cognitive Psychology, 20(4), 405-438.
  • Egger, M., Smith, G. D., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. British Medical Journal, 315(7109), 629-634.
  • Fuchs, L. S., & Fuchs, D. (2002). Mathematical problem-solving profiles of students with mathematics disabilities with and without comorbid reading disabilities. Journal of Learning Disabilities, 35(6), 564-574.
  • Fuchs, L. S., Fuchs, D., Compton, D. L., Hamlett, C. L., & Wang, A. Y. (2015). Is word-problem solving a form of text comprehension?. Scientific Studies of Reading, 19(3), 204-223.
  • Fuchs, L. S., Fuchs, D., Seethaler, P. M., & Craddock, C. (2020). Improving language comprehension to enhance word-problem solving. Reading & Writing Quarterly, 36(2), 142-156.
  • García-Madruga, J. A., Vila, J. O., Gómez-Veiga, I., Duque, G., & Elosúa, M. R. (2014). Executive processes, reading comprehension and academic achievement in 3th grade primary students. Learning and Individual Differences, 35, 41-48.
  • Goodrich, J. M., & Namkung, J. M. (2019). Correlates of reading comprehension and word-problem solving skills of Spanish-speaking dual language learners. Early Childhood Research Quarterly, 48, 256-266.
  • Guzeller, C. O., & Celiker, N. (2019). Examining the relationship between organizational commitment and turnover intention via a meta-analysis. International Journal of Culture, Tourism and Hospitality Research, 14(1), 102-120.
  • Harlaar, N., Kovas, Y., Dale, P. S., Petrill, S. A., & Plomin, R. (2012). Mathematics is differentially related to reading comprehension and word decoding: Evidence from a genetically sensitive design. Journal of Educational Psychology, 104(3), 622–635.
  • Hart, S. A., Petrill, S. A., Willcutt, E., Thompson, L. A., Schatschneider, C., Deater-Deckard, K., & Cutting, L. E. (2010). Exploring how symptoms of attention-deficit/hyperactivity disorder are related to reading and mathematics performance: General genes, general environments. Psychological Science, 21(11), 1708-1715.
  • Higgins, J. P. T., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. British Medical Journal, 327(7414), 557–560.
  • Imam, O. A., Abas-Mastura, M., & Jamil, H. (2013). Correlation between reading comprehension skills and students’ performance in mathematics. International Journal of Evaluation and Research in Education (IJERE), 2(1), 1-8.
  • JASP Team. (2020). JASP (Version 0.12) [Computer software]. https://jaspstats.org/
  • Joyner, R. E., & Wagner, R. K. (2020). Co-occurrence of reading disabilities and math disabilities: a meta-analysis. Scientific Studies of Reading, 24(1), 14-22.
  • Kaya, M., & Erdem, C. (2021). Students’ well-being and academic achievement: A meta-analysis study. Child Indicators Research, 1-25. https://doi.org/10.1007/s12187-021-09821-4
  • Kikas, E., Mädamürk, K., & Palu, A. (2020). What role do comprehension‐oriented learning strategies have in solving math calculation and word problems at the end of middle school?. British Journal of Educational Psychology, 90, 105-123.
  • Koponen, T., Aunola, K., Ahonen, T., & Nurmi, J. E. (2007). Cognitive predictors of single-digit and procedural calculation skills and their covariation with reading skill. Journal of Experimental Child Psychology, 97(3), 220-241.
  • Lau, K.-L. (2006). Reading strategy use between Chinese good and poor readers: A think-aloud study. Journal of Research in Reading, 29(4), 383–399.
  • Lee, K., Ng, S. F., Ng, E. L., & Lim, Z. Y. (2004). Working memory and literacy as predictors of performance on algebraic word problems. Journal of Experimental Child Psychology, 89(2), 140-158.
  • Lerkkanen, M. K., Rasku-Puttonen, H., Aunola, K., & Nurmi, J. E. (2005). Mathematical performance predicts progress in reading comprehension among 7-year-olds. European Journal of Psychology of Education, 20(2), 121-137.
  • Lin, C. (2011). 智力发展与数学学习 [The development of intelligence and mathematical learning] (4th ed.). Beijing: China Light Industry Press.
  • Lin, X., Peng, P., & Zeng, J. (2021). Understanding the relation between mathematics vocabulary and mathematics performance: A meta-analysis. The Elementary School Journal, 121(3), 504-540.
  • Martiniello, M. (2008). Language and the performance of English-language learners in math word problems. Harvard Educational Review, 78(2), 333-368.
  • Mckee, S. (2012). Reading comprehension, what we know: A review of research 1995 to 2011. Language Testing in Asia, 2(1), 1-14.
  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Prisma Group. (2009). Reprint-preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Physical Therapy, 89(9), 873-880.
  • Murrihy, C., Bailey, M., & Roodenburg, J. (2017). Psychomotor ability and short-term memory, and reading and mathematics achievement in children. Archives of Clinical Neuropsychology, 32(5), 618-630.
  • Oh-Young, C., Gordon, H. R., Xing, X. & Filler, J. (2018). Meta-Analytic procedures for career and technical education post-secondary researchers and practitioners. Journal of Research in Technical Careers, 2(1), 32-41.
  • Ostad, S. A. (1998). Comorbidity between mathematics and spelling difficulties. Logopedics Phoniatrics Vocology, 23(4), 145-154.
  • Özcan, Z. Ç. & Doğan, H. (2018). A longitudinal study of early math skills, reading comprehension and mathematical problem solving. Pegem Journal of Education and Instruction, 8(1), 1-18.
  • Peng, P., Wang, T., Wang, C., & Lin, X. (2019). A meta-analysis on the relation between fluid intelligence and reading/mathematics: effects of tasks, age, and social economics status. Psychological Bulletin, 145(2), 189-236.
  • Pimperton, H., & Nation, K. (2010). Suppressing irrelevant information from working memory: Evidence for domain-specific deficits in poor comprehenders. Journal of Memory and Language, 62(4), 380-391.
  • Plomin, R., & Kovas, Y. (2005). Generalist genes and learning disabilities. Psychological Bulletin, 131, 592–617.
  • Pongsakdi, N., Kajamies, A., Veermans, K., Lertola, K., Vauras, M., & Lehtinen, E. (2020). What makes mathematical word problem solving challenging? Exploring the roles of word problem characteristics, text comprehension, and arithmetic skills. ZDM, 52(1), 33-44.
  • Salihu, L., Aro, M., & Rasanen, P. (2018). Children with learning difficulties in mathematics: Relating mathematics skills and reading comprehension. Issues in Educational Research, 28(4), 1024-1038.
  • Schaffner, E., & Schiefele, U. (2013). The prediction of reading comprehension by cognitive and motivational factors: Does text accessibility during comprehension testing make a difference?. Learning and Individual Differences, 26, 42-54.
  • Shelby, L. B., & Vaske, J. J. (2008). Understanding meta-analysis: A review of the methodological literature. Leisure Sciences, 30(2), 96-110.
  • Swanson, H. L. (2004). Working memory and phonological processing as predictors of children’s mathematical problem solving at different ages. Memory & Cognition, 32(4), 648-661.
  • Trakulphadetkrai, N. V., Courtney, L., Clenton, J., Treffers-Daller, J., & Tsakalaki, A. (2020). The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): An exploratory study. International Journal of Bilingual Education and Bilingualism, 23(4), 473-487.
  • Ünlü, M., & Ertekin, E. (2017). A structural equation model for factors affecting eighth graders’ geometry achievement. Educational Sciences: Theory & Practice, 17(5), 1815-1846.
  • van den Broek, P. (1997). Discovering the cement of the universe: The development of event comprehension form childhood to adulthood. In P. W. van den Broek, P. J. Bauer & T. Bourg (Eds.), Developmental spans in event comprehension and representation (pp. 321-342). Mahwah, NJ: Lawrence Erlbaum.
  • Veeravagu, J. V. J., Muthusamy, C., Marimuthu, R., & Michael, A. S. (2010). Using Bloom’s taxonomy to gauge students’ reading comprehension performance. Canadian Social Science, 6(3), 205-212.
  • Vilenius‐Tuohimaa, P. M., Aunola, K., & Nurmi, J. E. (2008). The association between mathematical word problems and reading comprehension. Educational Psychology, 28(4), 409-426.
  • Whitby, P., & Mancil, G. (2009). Academic achievement profiles of children with high functioning autism and Asperger syndrome: A review of the literature. Education and Training in Developmental Disabilities, 44, 551–560.
  • Xie F, Zhang L, Chen X, Xin Z (2019). Is spatial ability related to mathematical ability: A meta-analysis. Educational Psychology Review, 32, 113-155.
Year 2022, Volume: 11 Issue: 1, 47 - 61, 30.06.2022
https://doi.org/10.55020/iojpe.1052559

Abstract

References

  • Anselmo, G. A., Yarbrough, J. L., Kovaleski, J. F., & Tran, V. N. (2017). Criterion‐related validity of two curriculum‐based measures of mathematical skill in relation to reading comprehension in secondary students. Psychology in the Schools, 54(9), 1148-1159.
  • Bae, Y. S., Chiang, H. M., & Hickson, L. (2015). Mathematical word problem solving ability of children with autism spectrum disorder and their typically developing peers. Journal of Autism and Developmental Disorders, 45(7), 2200-2208.
  • Bjork, I. M., & Crane, C. (2013). Cognitive skills used to solve mathematical word problems and numerical operations: A study of 6-to 7-year-old children. European Journal of Psychology of Education, 28(4), 1345-1360.
  • Björn, P. M., Aunola, K., & Nurmi, J. E. (2016). Primary school text comprehension predicts mathematical word problem-solving skills in secondary school. Educational Psychology, 36(2), 362-377.
  • Boonen, A. J., van der Schoot, M., van Wesel, F., de Vries, M. H., & Jolles, J. (2013). What underlies successful word problem solving? A path analysis in sixth grade students. Contemporary Educational Psychology, 38(3), 271-279.
  • Boonen, A. J., van Wesel, F., Jolles, J., & van der Schoot, M. (2014). The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An item-level analysis in elementary school children. International Journal of Educational Research, 68, 15-26.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein. H. R. (2009). Introduction to meta-analysis. Chichester, England: Wiley.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2014). Comprehensive meta-analysis (Version 3). Englewood NJ Biostat.
  • Bullen, J. C., Lerro, L. S., Zajic, M., McIntyre, N., & Mundy, P. (2020). A developmental study of mathematics in children with autism spectrum disorder, symptoms of attention deficit hyperactivity disorder, or typical development. Journal of Autism and Developmental Disorders, 50(12), 4463-4476.
  • Can, D. (2020). The Mediator effect of reading comprehension in the relationship between logical reasoning and word problem solving. Participatory Educational Research, 7(3), 230-246.
  • Cantin, R. H., Gnaedinger, E. K., Gallaway, K. C., Hesson-McInnis, M. S., & Hund, A. M. (2016). Executive functioning predicts reading, mathematics, and theory of mind during the elementary years. Journal of Experimental Child Psychology, 146, 66-78.
  • Carter, T. A., & Dean, E. O. (2006). Mathematics intervention for grades 5–11: Teaching mathematics, reading, or both?. Reading Psychology, 27(2-3), 127-146.
  • Chae, C. H. (2004). Reading comprehension and mathematical concept acquisition through the use of math stories with bilingual children, (Unpublished Ed.D. Dissertation). Florida International University.
  • Cohen, L. (2007). Experiments, quasi-experiments, single-case research and meta-analysis. In L. Cohen, L. Manion, & K. Morrison (Eds.), Research methods in education (pp. 272–296). Abingdon: Routledge.
  • Cummins, D. D., Kintsch, W., Reusser, K., & Weimer, R. (1988). The role of understanding in solving word problems. Cognitive Psychology, 20(4), 405-438.
  • Egger, M., Smith, G. D., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. British Medical Journal, 315(7109), 629-634.
  • Fuchs, L. S., & Fuchs, D. (2002). Mathematical problem-solving profiles of students with mathematics disabilities with and without comorbid reading disabilities. Journal of Learning Disabilities, 35(6), 564-574.
  • Fuchs, L. S., Fuchs, D., Compton, D. L., Hamlett, C. L., & Wang, A. Y. (2015). Is word-problem solving a form of text comprehension?. Scientific Studies of Reading, 19(3), 204-223.
  • Fuchs, L. S., Fuchs, D., Seethaler, P. M., & Craddock, C. (2020). Improving language comprehension to enhance word-problem solving. Reading & Writing Quarterly, 36(2), 142-156.
  • García-Madruga, J. A., Vila, J. O., Gómez-Veiga, I., Duque, G., & Elosúa, M. R. (2014). Executive processes, reading comprehension and academic achievement in 3th grade primary students. Learning and Individual Differences, 35, 41-48.
  • Goodrich, J. M., & Namkung, J. M. (2019). Correlates of reading comprehension and word-problem solving skills of Spanish-speaking dual language learners. Early Childhood Research Quarterly, 48, 256-266.
  • Guzeller, C. O., & Celiker, N. (2019). Examining the relationship between organizational commitment and turnover intention via a meta-analysis. International Journal of Culture, Tourism and Hospitality Research, 14(1), 102-120.
  • Harlaar, N., Kovas, Y., Dale, P. S., Petrill, S. A., & Plomin, R. (2012). Mathematics is differentially related to reading comprehension and word decoding: Evidence from a genetically sensitive design. Journal of Educational Psychology, 104(3), 622–635.
  • Hart, S. A., Petrill, S. A., Willcutt, E., Thompson, L. A., Schatschneider, C., Deater-Deckard, K., & Cutting, L. E. (2010). Exploring how symptoms of attention-deficit/hyperactivity disorder are related to reading and mathematics performance: General genes, general environments. Psychological Science, 21(11), 1708-1715.
  • Higgins, J. P. T., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. British Medical Journal, 327(7414), 557–560.
  • Imam, O. A., Abas-Mastura, M., & Jamil, H. (2013). Correlation between reading comprehension skills and students’ performance in mathematics. International Journal of Evaluation and Research in Education (IJERE), 2(1), 1-8.
  • JASP Team. (2020). JASP (Version 0.12) [Computer software]. https://jaspstats.org/
  • Joyner, R. E., & Wagner, R. K. (2020). Co-occurrence of reading disabilities and math disabilities: a meta-analysis. Scientific Studies of Reading, 24(1), 14-22.
  • Kaya, M., & Erdem, C. (2021). Students’ well-being and academic achievement: A meta-analysis study. Child Indicators Research, 1-25. https://doi.org/10.1007/s12187-021-09821-4
  • Kikas, E., Mädamürk, K., & Palu, A. (2020). What role do comprehension‐oriented learning strategies have in solving math calculation and word problems at the end of middle school?. British Journal of Educational Psychology, 90, 105-123.
  • Koponen, T., Aunola, K., Ahonen, T., & Nurmi, J. E. (2007). Cognitive predictors of single-digit and procedural calculation skills and their covariation with reading skill. Journal of Experimental Child Psychology, 97(3), 220-241.
  • Lau, K.-L. (2006). Reading strategy use between Chinese good and poor readers: A think-aloud study. Journal of Research in Reading, 29(4), 383–399.
  • Lee, K., Ng, S. F., Ng, E. L., & Lim, Z. Y. (2004). Working memory and literacy as predictors of performance on algebraic word problems. Journal of Experimental Child Psychology, 89(2), 140-158.
  • Lerkkanen, M. K., Rasku-Puttonen, H., Aunola, K., & Nurmi, J. E. (2005). Mathematical performance predicts progress in reading comprehension among 7-year-olds. European Journal of Psychology of Education, 20(2), 121-137.
  • Lin, C. (2011). 智力发展与数学学习 [The development of intelligence and mathematical learning] (4th ed.). Beijing: China Light Industry Press.
  • Lin, X., Peng, P., & Zeng, J. (2021). Understanding the relation between mathematics vocabulary and mathematics performance: A meta-analysis. The Elementary School Journal, 121(3), 504-540.
  • Martiniello, M. (2008). Language and the performance of English-language learners in math word problems. Harvard Educational Review, 78(2), 333-368.
  • Mckee, S. (2012). Reading comprehension, what we know: A review of research 1995 to 2011. Language Testing in Asia, 2(1), 1-14.
  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Prisma Group. (2009). Reprint-preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Physical Therapy, 89(9), 873-880.
  • Murrihy, C., Bailey, M., & Roodenburg, J. (2017). Psychomotor ability and short-term memory, and reading and mathematics achievement in children. Archives of Clinical Neuropsychology, 32(5), 618-630.
  • Oh-Young, C., Gordon, H. R., Xing, X. & Filler, J. (2018). Meta-Analytic procedures for career and technical education post-secondary researchers and practitioners. Journal of Research in Technical Careers, 2(1), 32-41.
  • Ostad, S. A. (1998). Comorbidity between mathematics and spelling difficulties. Logopedics Phoniatrics Vocology, 23(4), 145-154.
  • Özcan, Z. Ç. & Doğan, H. (2018). A longitudinal study of early math skills, reading comprehension and mathematical problem solving. Pegem Journal of Education and Instruction, 8(1), 1-18.
  • Peng, P., Wang, T., Wang, C., & Lin, X. (2019). A meta-analysis on the relation between fluid intelligence and reading/mathematics: effects of tasks, age, and social economics status. Psychological Bulletin, 145(2), 189-236.
  • Pimperton, H., & Nation, K. (2010). Suppressing irrelevant information from working memory: Evidence for domain-specific deficits in poor comprehenders. Journal of Memory and Language, 62(4), 380-391.
  • Plomin, R., & Kovas, Y. (2005). Generalist genes and learning disabilities. Psychological Bulletin, 131, 592–617.
  • Pongsakdi, N., Kajamies, A., Veermans, K., Lertola, K., Vauras, M., & Lehtinen, E. (2020). What makes mathematical word problem solving challenging? Exploring the roles of word problem characteristics, text comprehension, and arithmetic skills. ZDM, 52(1), 33-44.
  • Salihu, L., Aro, M., & Rasanen, P. (2018). Children with learning difficulties in mathematics: Relating mathematics skills and reading comprehension. Issues in Educational Research, 28(4), 1024-1038.
  • Schaffner, E., & Schiefele, U. (2013). The prediction of reading comprehension by cognitive and motivational factors: Does text accessibility during comprehension testing make a difference?. Learning and Individual Differences, 26, 42-54.
  • Shelby, L. B., & Vaske, J. J. (2008). Understanding meta-analysis: A review of the methodological literature. Leisure Sciences, 30(2), 96-110.
  • Swanson, H. L. (2004). Working memory and phonological processing as predictors of children’s mathematical problem solving at different ages. Memory & Cognition, 32(4), 648-661.
  • Trakulphadetkrai, N. V., Courtney, L., Clenton, J., Treffers-Daller, J., & Tsakalaki, A. (2020). The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): An exploratory study. International Journal of Bilingual Education and Bilingualism, 23(4), 473-487.
  • Ünlü, M., & Ertekin, E. (2017). A structural equation model for factors affecting eighth graders’ geometry achievement. Educational Sciences: Theory & Practice, 17(5), 1815-1846.
  • van den Broek, P. (1997). Discovering the cement of the universe: The development of event comprehension form childhood to adulthood. In P. W. van den Broek, P. J. Bauer & T. Bourg (Eds.), Developmental spans in event comprehension and representation (pp. 321-342). Mahwah, NJ: Lawrence Erlbaum.
  • Veeravagu, J. V. J., Muthusamy, C., Marimuthu, R., & Michael, A. S. (2010). Using Bloom’s taxonomy to gauge students’ reading comprehension performance. Canadian Social Science, 6(3), 205-212.
  • Vilenius‐Tuohimaa, P. M., Aunola, K., & Nurmi, J. E. (2008). The association between mathematical word problems and reading comprehension. Educational Psychology, 28(4), 409-426.
  • Whitby, P., & Mancil, G. (2009). Academic achievement profiles of children with high functioning autism and Asperger syndrome: A review of the literature. Education and Training in Developmental Disabilities, 44, 551–560.
  • Xie F, Zhang L, Chen X, Xin Z (2019). Is spatial ability related to mathematical ability: A meta-analysis. Educational Psychology Review, 32, 113-155.
There are 58 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Ayça Akın

Publication Date June 30, 2022
Published in Issue Year 2022 Volume: 11 Issue: 1

Cite

APA Akın, A. (2022). IS READING COMPREHENSION ASSOCIATED WITH MATHEMATICS SKILLS: A META-ANALYSIS RESEARCH. International Online Journal of Primary Education, 11(1), 47-61. https://doi.org/10.55020/iojpe.1052559

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