The association between arithmetic and reading performance in school: A meta-analytic study

Area of Science:

• Educational Psychology
• Developmental Psychology

Background:

• A significant association between reading and arithmetic achievement is consistently found in educational research.
• The variability in the magnitude of this association across studies remains unexplained.

Purpose of the Study:

• To investigate the magnitude and determinants of the relationship between arithmetic and reading performance in elementary and middle school students.
• To identify factors that explain the variation in the correlation between math and reading achievement.

Main Methods:

• A meta-analysis was conducted on 210 correlations from 68 independent samples, encompassing 58,923 participants.
• The study examined potential moderators influencing the math-reading correlation, including orthographic transparency and testing conditions (timed vs. untimed).

Main Results:

• The meta-analysis revealed an average correlation of 0.55 between math and reading measures.
• Orthographic transparency and the use of timed tests were significant moderators.
• The strongest correlations were observed between timed math and reading measures and in opaque orthographies.

Conclusions:

• The relationship between arithmetic and reading achievement is substantial and influenced by linguistic and methodological factors.
• Findings highlight the importance of considering orthographic properties and assessment methods when examining the math-reading link.