学校算术与阅读成绩的关系:一项元分析研究

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-02-20 DOI:10.1037/spq0000197

Vivian Singer, Kathernie Strasser

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引用次数: 25

摘要

许多关于学校成绩的研究发现，阅读和算术成绩之间存在显著的联系。不同研究之间的关联程度差异很大，但这种差异的来源尚未确定。本文的目的是检验中小学期间算术与阅读成绩之间关系的大小和决定因素。我们对来自68个独立样本的210个数学和阅读测量之间的相关性进行了荟萃分析（总样本量为58923名参与者）。荟萃分析得出数学和阅读测量之间的平均相关性为0.55。在接受测试的调节者中，只有正字法的透明度和定时或不定时测试的使用才能显著解释相关性的大小，在不透明的正字法中，算术和阅读的定时测量之间以及数学和阅读之间的相关性最大。

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The Association Between Arithmetic and Reading Performance in School: A Meta-Analytic Study

Many studies of school achievement find a significant association between reading and arithmetic achievement. The magnitude of the association varies widely across the studies, but the sources of this variation have not been identified. The purpose of this paper is to examine the magnitude and determinants of the relation between arithmetic and reading performance during elementary and middle school years. We meta-analyzed 210 correlations between math and reading measures, coming from 68 independent samples (the overall sample size was 58923 participants). The meta-analysis yielded an average correlation of 0.55 between math and reading measures. Among the moderators tested, only transparency of orthography and use of timed or untimed tests were significant in explaining the size of the correlation, with the largest correlations observed between timed measures of arithmetic and reading and between math and reading in opaque orthographies.

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来源期刊

SCHOOL PSYCHOLOGY QUARTERLY PSYCHOLOGY, EDUCATIONAL-

自引率

0.00%

发文量

期刊介绍： The flagship scholarly journal in the field of school psychology, the journal publishes empirical studies, theoretical analyses, and literature reviews encompassing a full range of methodologies and orientations, including educational, cognitive, social, cognitive behavioral, preventive, dynamic, multicultural, and organizational psychology. Focusing primarily on children, youth, and the adults who serve them, School Psychology Quarterly publishes information pertaining to populations across the life span.