ERIC Number: EJ1095836
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
The Influence of Reading Literacy on Mathematics and Science Achievement
Caponera, Elisa; Sestito, Paolo; Russo, Paolo M.
Journal of Educational Research, v109 n2 p197-204 2016
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.
Descriptors: Foreign Countries, Reading Achievement, Literacy, Mathematics Achievement, Science Achievement, International Assessment, Achievement Tests, Reading Tests, Grade 4, Science Tests, Mathematics Tests, Elementary Secondary Education, Elementary School Students, Correlation, Statistical Analysis, Readability, Standardized Tests, Influences
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Italy
Identifiers - Assessments and Surveys: Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study