The Relationship Between Reading and Mathematics Achievement: Findings from Meta-Analysis

Hakan Ulum; Tuncay Küçükdanacı

doi:10.52911/itall.1494180

TR EN

Okumak ve Matematik Başarısı Arasındaki İlişki: Meta Analizden Bulgular

Abstract

Bu meta-analiz çalışması, okuma becerileri ile matematik başarısı arasındaki ilişkiyi inceleyen nicel araştırmaların bulgularını analiz etmeyi amaçlamaktadır. Eğitim alanında okuma becerileri ile matematik başarısı arasındaki ilişkiyi inceleyen makaleler bu çalışmanın veri kaynağını oluşturmaktadır. Toplam 13 çalışma ve 397882 öğrenciden elde edilen veriler birleştirilmiştir. Meta analizde etki büyüklüğünü hesaplamak için Standartlaştırılmış Ortalamalardaki Fark kullanılmıştır. Her çalışmadan korelasyon, t-değeri, p-değeri, ortalama, standart sapma ve örneklem büyüklüğü gibi nicel veriler elde edilmiştir. İki bağımsız kodlayıcı ile %92 uyum oranı elde edilerek kodlayıcılar arası güvenilirlik sağlanmıştır. Meta-analiz Comprehensive Meta-Analysis yazılımı ile gerçekleştirilmiş ve hem sabit hem de rastgele etkiler modelleri incelenmiştir. Etki büyüklüklerindeki heterojenlik Q ve I2 analizleri ile belirlenmiştir. Yayın yanlılığı dört farklı yöntemle test edilmiştir. Sonuçlar, okuma ve matematik başarısı arasında güçlü bir bağlantı olduğunun altını çizmektedir. Bununla birlikte, veri analizi heterojenliği ortaya koyarak bu ilişkide potansiyel bir karmaşıklığa ve çeşitli faktörlerin etkisinin değişebileceğine işaret etmektedir. Analiz, alt gruplar arasında istatistiksel olarak anlamlı farklılıklar bulmamıştır. Eğitim seviyesi, coğrafi konum ve araştırma türü gibi moderatörler okuma ve matematik başarısı arasındaki ilişkiyi önemli ölçüde etkilememiştir. Bu da okuma ve matematik başarısı arasındaki ilişkinin farklı gruplar arasında genel olarak tutarlı olduğunu göstermektedir. Okuma ve matematik başarısı arasındaki ilişkinin bu meta-analizi, önemli eğitim uygulamaları ve politika çıkarımlarına sahiptir.

Keywords

Okuma, Matematik, Başarı, Meta-analiz

The Relationship Between Reading and Mathematics Achievement: Findings from Meta-Analysis

Abstract

This meta-analysis study aims to analyse the findings of quantitative studies examining the relationship between reading skills and mathematics achievement. Articles discussing the relationship between reading skills and mathematics achievement in the education field constitute this study's data source. Data from 13 studies and 397882 students were combined. The Difference in Standardized Means was used to calculate the effect size in the meta-analysis. Quantitative data such as correlation, t-value, p-value, mean, standard deviation and sample size were obtained from each study. Inter-coder reliability was ensured by receiving a 92% agreement rate with two independent coders. Meta-analysis was performed with Comprehensive Meta-Analysis software, and both fixed and random effects models were examined. Heterogeneity in effect sizes was determined by Q and I2 analyses. Publication bias was tested with four different methods. The results underline a strong link between reading and math achievement. However, the data analysis reveals heterogeneity, suggesting a potential complexity in this relationship and that the influence of various factors may vary. The study found no statistically significant differences between subgroups. Moderators such as education level, geographical location and type of research did not significantly affect the relationship between reading and math achievement. This suggests that the relationship between reading and math achievement is generally consistent across different groups. This meta-analysis of the relationship between reading and math achievement has critical educational practice and policy implications.

Keywords

Reading, Mathematics, Achievement, Meta-analysis

Supporting Institution

Bu çalışma 1-5 Mayıs 2024 tarihinde Uluslararası Eğitim Yönetimi Formunda (EYFOR) sözlü bildiri olarak sunulmuştur.

References

Booth, J. L., & Thomas, O. J. (2020). The relationship between reading and mathematics skills. Reading Research Quarterly, 55(4), 705–722. https://doi.org/10.1002/rrq.281
Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2009). Introduction to meta-analysis. John Wiley & Sons.
Cooper, H. (2010). Research synthesis and meta-analysis: A step-by-step approach (Vol. 2). Sage Publications.
Cumming, G. (2012). Understanding the new statistics: Effect sizes, confidence intervals, and meta-analysis. Routledge.
Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934.
Ellis, P. D. (2012). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge University Press.
Ertürk Kara, H. G. (2019). Okul Öncesi Dönemde Çocuğa Evde Sunulan Desteğin Okuma Yazmaya Hazırlık ve Matematik Becerileri Bağlamında İncelenmesi. Bayburt Eğitim Fakültesi Dergisi, 14(27). https://doi.org/10.35675/befdergi.422261
Fuchs, L. S., Fuchs, D., Compton, D. L., Powell, S. R., Seethaler, P. M., Capizzi, A. M., ... & Fletcher, J. M. (2006). The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Journal of Educational Psychology, 98(1), 29.
Fuchs, L. S., Fuchs, D., Gilbert, J. K., Seethaler, P. M., & Powell, S. R. (2019). Supporting the reading-mathematics connection. Exceptional Children, 85(1), 7-24. https://doi.org/10.1177/0014402918802805
Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study. Developmental Psychology, 47(6), 1539.

Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. Handbook of Reading Research, 3(3), 403-422.
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hiebert, E. H., & LeFevre, J. A. (2017). The role of vocabulary in mathematical competence. Educational Psychologist, 52(2), 99-111. https://doi.org/10.1080/00461520.2017.1291903
Karakuş Aktan, E. N., Aslan, C., & Yalçın, A. (2021). Okuma Stratejisi Eğitiminin Matematik Dersi Problem Çözme Becerisine Etkisi. Ana Dili Eğitimi Dergisi, 9(2), 381–394. https://doi.org/10.16916/aded.851966
Kintsch, W., & Greeno, J. G. (1985). Understanding and solving word arithmetic problems. Psychological Review, 92(1), 109-129. https://doi.org/10.1037/0033-295X.92.1.109
LeFevre, J. A., Berrigan, L., Vendetti, C., Kamawar, D., Bisanz, J., Skwarchuk, S. L., & Smith-Chant, B. L. (2013). The role of executive attention in the acquisition of mathematical skills for children in Grades 2 through 4. Journal of Experimental Child Psychology, 114(2), 243-261.
National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. US Department of Education.
Nelson, J. M., & Harwood, H. (2011). Learning disabilities and anxiety: A meta-analysis. Journal of Learning Disabilities, 44(1), 3-17. https://doi.org/10.1177/0022219409359939
O'Reilly, T., & McNamara, D. S. (2007). The impact of science knowledge, reading skill, and reading strategy knowledge on more traditional "high-stakes" measures of high school students' science achievement. American Educational Research Journal, 44(1), 161-196. https://doi.org/10.3102/0002831206298171
Pala, M., & Sağlam, F. (2019). PISA fen, matematik ve okuma puanları arasındaki bağımlılık yapısının kapula ile modellenmesi. Selçuk Üniversitesi Fen Fakültesi Fen Dergisi, 45(2), 149–162. https://doi.org/10.35238/sufefd.597069
Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell Publishing.
Purpura, D. J., Hume, L. E., Sims, D. M., & Lonigan, C. J. (2011). Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development. Journal of Experimental Child Psychology, 110(4), 647-658.
Raghubar, K. P., Barnes, M. A., & Hecht, S. A. (2010). Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches. Learning and Individual Differences, 20(2), 110-122. https://doi.org/10.1016/j.lindif.2009.10.005
Rittle-Johnson, B., & Schneider, M. (2015). Developing conceptual and procedural knowledge of mathematics. Oxford Handbook of Numerical Cognition, 1118-1134.
Smith, T. B., & Johnson, M. C. (2019). The relationship between reading skills and mathematics problem solving. International Journal of Research in Education and Science, 5(1), 273–281. https://doi.org/10.21890/ijres.525831
Sweet, A. P., & Snow, C. E. (Eds.). (2003). Rethinking reading comprehension. Guilford Press.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer.
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.
Vukovic, R. K., & Siegel, L. S. (2010). Academic and cognitive characteristics of persistent mathematics difficulty from first through fourth grade. Learning Disabilities Research & Practice, 25(1), 25-38. https://doi.org/10.1111/j.1540-5826.2009.00298.x

Details

Primary Language

English

Subjects

Other Fields of Education (Other)

Journal Section

Systematic Reviews and Meta Analysis

Authors

Hakan Ulum ^*
0000-0002-1398-6935
Türkiye

Tuncay Küçükdanacı
0000-0002-5039-4656
Türkiye

Early Pub Date

June 30, 2024

Publication Date

June 30, 2024

Submission Date

June 1, 2024

Acceptance Date

June 28, 2024

Published in Issue

Year 2024 Volume: 5 Number: 1

DOI

https://doi.org/10.52911/itall.1494180

IZ

https://izlik.org/JA85RU57GH

APA

Ulum, H., & Küçükdanacı, T. (2024). The Relationship Between Reading and Mathematics Achievement: Findings from Meta-Analysis. Instructional Technology and Lifelong Learning, 5(1), 153-170. https://doi.org/10.52911/itall.1494180

AMA

1.Ulum H, Küçükdanacı T. The Relationship Between Reading and Mathematics Achievement: Findings from Meta-Analysis. ITALL. 2024;5(1):153-170. doi:10.52911/itall.1494180

Chicago

Ulum, Hakan, and Tuncay Küçükdanacı. 2024. “The Relationship Between Reading and Mathematics Achievement: Findings from Meta-Analysis”. Instructional Technology and Lifelong Learning 5 (1): 153-70. https://doi.org/10.52911/itall.1494180.

EndNote

Ulum H, Küçükdanacı T (June 1, 2024) The Relationship Between Reading and Mathematics Achievement: Findings from Meta-Analysis. Instructional Technology and Lifelong Learning 5 1 153–170.

IEEE

[1]H. Ulum and T. Küçükdanacı, “The Relationship Between Reading and Mathematics Achievement: Findings from Meta-Analysis”, ITALL, vol. 5, no. 1, pp. 153–170, June 2024, doi: 10.52911/itall.1494180.

ISNAD

Ulum, Hakan - Küçükdanacı, Tuncay. “The Relationship Between Reading and Mathematics Achievement: Findings from Meta-Analysis”. Instructional Technology and Lifelong Learning 5/1 (June 1, 2024): 153-170. https://doi.org/10.52911/itall.1494180.

JAMA

1.Ulum H, Küçükdanacı T. The Relationship Between Reading and Mathematics Achievement: Findings from Meta-Analysis. ITALL. 2024;5:153–170.

MLA

Ulum, Hakan, and Tuncay Küçükdanacı. “The Relationship Between Reading and Mathematics Achievement: Findings from Meta-Analysis”. Instructional Technology and Lifelong Learning, vol. 5, no. 1, June 2024, pp. 153-70, doi:10.52911/itall.1494180.

Vancouver

1.Hakan Ulum, Tuncay Küçükdanacı. The Relationship Between Reading and Mathematics Achievement: Findings from Meta-Analysis. ITALL. 2024 Jun. 1;5(1):153-70. doi:10.52911/itall.1494180

This work is licensed under a Creative Commons Attribution 4.0 International License.

Okumak ve Matematik Başarısı Arasındaki İlişki: Meta Analizden Bulgular

Abstract

Keywords

The Relationship Between Reading and Mathematics Achievement: Findings from Meta-Analysis

Abstract

Keywords

Supporting Institution

References

Details

Primary Language

Subjects

Journal Section

Authors

Early Pub Date

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite