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The influence of reading literacy on mathematics and science achievement

Author

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  • Elisa Caponera
  • Paolo Sestito
  • Paolo M. Russo

Abstract

The aim of this study was to evaluate the influence of students' reading literacy, measured by the PIRLS (Progress in International Reading Literacy Study) test, on their performance in the TIMSS (Trends in International Mathematics and Science Study) mathematics and science tests. The data on 4,125 Italian students from 199 schools were analyzed: the sample was representative of students in Grade 4, who participated both in TIMSS and PIRLS 2011. Italian descriptive results were compared with those of other countries that participated in both projects. The results showed a high correlation among all three subjects. Repeated measure variance analyses were conducted to determine the effect of reading literacy on mathematics and science performance on the Italian sample. As far as Italian students were concerned, results confirmed the influence of reading literacy on mathematics achievement, whereas the influence of reading literacy on science achievement was not clear.

Suggested Citation

  • Elisa Caponera & Paolo Sestito & Paolo M. Russo, 2016. "The influence of reading literacy on mathematics and science achievement," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(2), pages 197-204, March.
  • Handle: RePEc:taf:vjerxx:v:109:y:2016:i:2:p:197-204
    DOI: 10.1080/00220671.2014.936998
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    Cited by:

    1. Allan B. I. Bernardo & Macario O. Cordel & Marissa Ortiz Calleja & Jude Michael M. Teves & Sashmir A. Yap & Unisse C. Chua, 2023. "Profiling low-proficiency science students in the Philippines using machine learning," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-12, December.
    2. Di Tommaso, Maria Laura & Contini, Dalit & De Rosa, Dalila & Piazzalunga, Daniela, 2020. "Tackling the Gender Gap in Math with Active Learning Teaching Practices," Department of Economics and Statistics Cognetti de Martiis. Working Papers 202016, University of Turin.

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