Literaturnachweis - Detailanzeige
| Autor/inn/en | Ünal, Zehra E.; Greene, Nathaniel R.; Lin, Xin; Geary, David C. |
|---|---|
| Titel | What Is the Source of the Correlation between Reading and Mathematics Achievement? Two Meta-Analytic Studies |
| Quelle | In: Educational Psychology Review, 35 (2023) 1, Artikel 4Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1040-726X |
| DOI | 10.1007/s10648-023-09717-5 |
| Schlagwörter | Correlation; Reading Achievement; Mathematics Achievement; Meta Analysis; Regression (Statistics); Structural Equation Models; Intelligence; Executive Function; Short Term Memory; Mathematics Skills; Reading Skills |
| Abstract | Two meta-analyses assessed whether the relations between reading and mathematics outcomes could be explained through overlapping skills (e.g., systems for word and fact retrieval) or domain-general influences (e.g., top-down attentional control). The first (378 studies, 1,282,796 participants) included weighted random-effects meta-regression models to explore and contrast the magnitudes of the links between different reading and mathematical competencies. The second (138 studies, 39,836 participants) used meta-analytic structural equation modeling to determine the influence of a domain-general factor, defined by intelligence, executive functioning, working and short-term memory, and processing speed measures, on the link between reading and mathematics skills. The overall relation was significant (r=0.52), as were all associations between specific reading and mathematics measures (rs = 0.23 to 0.61, ps<0.05). Most of the correlations were similar across different types of reading and mathematics competencies, although generally smaller than within-domain correlations. The domain-general model explained most of the covariance between reading and mathematics outcomes, with a few modest moderating effects (e.g., age). The results imply correlations between reading and mathematics measures are largely due to domain-general processes, although within-domain correlations confirm the importance of overlapping competencies especially for reading. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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