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The Journal of Educational Research Volume 109, 2016 - Issue 2
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Articles

The influence of reading literacy on mathematics and science achievement

Elisa CaponeraNational Institute for the Educational Evaluation of Instruction and Training (INVALSI), Roma Tre University, Rome, Italy;National Institute for the Educational Evaluation of Instruction and Training (INVALSI), Bank of Italy, Rome, ItalyCorrespondence[email protected]
,
Paolo SestitoNational Institute for the Educational Evaluation of Instruction and Training (INVALSI), Bank of Italy, Rome, Italy
&
Paolo M. RussoDepartment of Specialized, Experimental, and Diagnostic Medicine - DIMES, University of Bologna, Bologna, Italy
Pages 197-204 | Received 11 Dec 2013, Accepted 14 Jun 2014, Published online: 16 Mar 2016

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Grant Cooper, Damon P. Thomas, Vaughan Prain & Sharon Fraser. (2022) Associations between Australian students’ literacy achievement in early secondary school and senior secondary participation in science: accessing cultural and science capital. International Journal of Science Education 44:10, pages 1549-1564.
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Clelia Cascella & Chiara Giberti. (2022) Beyond text comprehension: exploring items’ characteristics and their effect on foreign students’ disadvantage in mathematics. International Journal of Mathematical Education in Science and Technology 53:6, pages 1588-1608.
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Yuanze Zhu. (2022) Reading matters more than mathematics in science learning: an analysis of the relationship between student achievement in reading, mathematics, and science. International Journal of Science Education 44:1, pages 1-17.
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Clelia Cascella. (2020) Exploring the complex relationship between students’ reading skills and their performance in mathematics: a population-based study. Educational Research and Evaluation 26:3-4, pages 126-149.
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Ali Ibrahim & Najwa Alhosani. (2020) Impact of language and curriculum on student international exam performances in the United Arab Emirates. Cogent Education 7:1.
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Articles from other publishers (16)

Damon P. Thomas, Belinda Hopwood, Vesife Hatisaru & David Hicks. (2022) Gender differences in reading and numeracy achievement across the school years. The Australian Educational Researcher 51:1, pages 41-66.
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Canxi Cao, Tongxin Zhang & Tao Xin. (2024) The effect of reading engagement on scientific literacy – an analysis based on the XGBoost method. Frontiers in Psychology 15.
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Vildan Özdemir. (2024) Investigating Factors that Affect Reading Literacy Skills in PISA Turkey Sample. Acta Educationis Generalis 14:1, pages 20-39.
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Jamie Stiff, Jenny Lenkeit, Therese N. Hopfenbeck, Heather L. Kayton & Joshua A. McGrane. (2023) Research engagement in the Progress in International Reading Literacy Study: A systematic review. Educational Research Review 40, pages 100547.
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Allan B. I. Bernardo, Macario O. CordelIIII, 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. Humanities and Social Sciences Communications 10:1.
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Yong Xie, Jingying Wang, Siqi Li & Yonghe Zheng. (2023) Research on the Influence Path of Metacognitive Reading Strategies on Scientific Literacy. Journal of Intelligence 11:5, pages 78.
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Xinya Lan & Zhonggen Yu. (2022) A Bibliometric Review Study on Reading Literacy over Fourteen Years. Education Sciences 13:1, pages 27.
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Clelia Cascella, Chiara Giberti & Matteo Viale. (2022) Investigating foreign students’ disadvantage in mathematics: A mixed method analysis to identify features of items favouring native students. The Journal of Mathematical Behavior 67, pages 100990.
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Sibel İNCİ & Volkan Hasan KAYA. (2022) The Relationship between the Teacher Qualities Perceived by Students and the Achievements of High and Low Socioeconomic Level StudentsÖğrencilerin Algıladıkları Öğretmen Nitelikleri ile Sosyoekonomik Düzeyi Yüksek ve Düşük Öğrencilerin Başarıları Arasındaki İlişki. Cukurova University Faculty of Education Journal 51:1, pages 293-320.
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Nilam Pamularsih. (2022) The effects of school climate on students’ reading achievement. Social Sciences & Humanities Open 6:1, pages 100375.
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Hatice Cigdem BULUT. (2021) Item Wording Effects in Psychological Measures: Do Early Literacy Skills Matter?. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi 12:3, pages 239-253.
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D Hadianto, V S Damaianti, Y Mulyati & A Sastromiharjo. (2021) Does reading comprehension competence determine level of solving mathematical word problems competence?. Journal of Physics: Conference Series 1806:1, pages 012049.
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Huiming Ding & Matt Homer. (2020) Interpreting mathematics performance in PISA: Taking account of reading performance. International Journal of Educational Research 102, pages 101566.
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Zeki AKSU, Selcen ÇALIK UZUN & Sedef ÇELİK. (2019) GÖRSEL MATEMATİK OKUR YAZARLIĞI ÖZ-YETERLİK ALGISI İLE ÜSTBİLİŞSEL OKUDUĞUNU ANLAMA FARKINDALIĞI ARASINDAKİ İLİŞKİ. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 19:3, pages 710-720.
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Anna Maria Ajello, Elisa Caponera & Laura Palmerio. (2018) Italian students’ results in the PISA mathematics test: does reading competence matter?. European Journal of Psychology of Education 33:3, pages 505-520.
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Nilam Pamularsih. (2022) The Effects of School Climate on Students’ Reading Achievement. SSRN Electronic Journal.
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