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International Journal of Bilingual Education and Bilingualism Volume 23, 2020 - Issue 4
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Articles

The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): an exploratory study

Natthapoj Vincent TrakulphadetkraiInstitute of Education, University of Reading, Reading, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-0706-7991View further author information
ORCID Icon,
Louise CourtneyInstitute of Education, University of Reading, Reading, UKORCID Iconhttps://orcid.org/0000-0002-2075-5617View further author information
ORCID Icon,
Jon ClentonGraduate School of Integrated Arts and Sciences, Hiroshima University, Higashi-Hiroshima, JapanView further author information
,
Jeanine Treffers-DallerInstitute of Education, University of Reading, Reading, UKView further author information
&
Anna TsakalakiInstitute of Education, University of Reading, Reading, UKView further author information
Pages 473-487 | Received 03 Apr 2017, Accepted 25 Aug 2017, Published online: 14 Sep 2017

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Read on this site (3)

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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Marie Therese Farrugia & Natthapoj Vincent Trakulphadetkrai. (2020) Maltese teachers’ beliefs concerning the integration of children’s literature in mathematics teaching and learning. Cogent Education 7:1.
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Mark Prendergast, Lorraine Harbison, Sue Miller & Natthapoj Vincent Trakulphadetkrai. (2019) Pre-service and in-service teachers’ perceptions on the integration of children’s literature in mathematics teaching and learning in Ireland. Irish Educational Studies 38:2, pages 157-175.
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Articles from other publishers (8)

Fatemah Almuwaiziri, Natthapoj Vincent Trakulphadetkrai & Timothy Williams. (2023) Visualisation to support children with attention‐deficit/hyperactivity disorder learning to solve mathematical word problems: A randomised controlled trial. British Journal of Special Education 50:2, pages 314-324.
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Zhongtian Ji & Kan Guo. (2023) The association between working memory and mathematical problem solving: A three-level meta-analysis. Frontiers in Psychology 14.
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Jasmijn E. Bosch, Ianthi M. Tsimpli & Maria Teresa Guasti. (2023) How English-Medium Instruction affects language and learning outcomes of children in the Maldives. Journal of English-Medium Instruction 2:1, pages 1-26.
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Sharyn Livy, Tracey Muir, Natthapoj Vincent Trakulphadetkrai & Kevin Larkin. (2021) Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning. Journal of Mathematics Teacher Education 26:1, pages 5-26.
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Jeanine Treffers-Daller, Lina Mukhopadhyay, Anusha Balasubramanian, Vasim Tamboli & Ianthi Tsimpli. (2022) How Ready Are Indian Primary School Children for English Medium Instruction? An Analysis of the Relationship between the Reading Skills of Low-SES Children, Their Oral Vocabulary and English Input in the Classroom in Government Schools in India. Applied Linguistics 43:4, pages 746-775.
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Ayça AKIN. (2022) IS READING COMPREHENSION ASSOCIATED WITH MATHEMATICS SKILLS: A META-ANALYSIS RESEARCH. International Online Journal of Primary Education 11:1, pages 47-61.
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Der Ching Yang, Iwan Andi Jonri Sianturi, Chia Huang Chen, Yi-Wen Su & Natthapoj Vincent Trakulphadetkrai. (2021) Taiwanese primary school teachers’ perceived enablers for and barriers to the integration of children’s literature in mathematics teaching and learning. Educational Studies in Mathematics 110:1, pages 125-148.
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Natthapoj Vincent Trakulphadetkrai, Juli-Anna Aerila & Sari Yrjänäinen. 2019. Story in Children’s Lives: Contributions of the Narrative Mode to Early Childhood Development, Literacy, and Learning. Story in Children’s Lives: Contributions of the Narrative Mode to Early Childhood Development, Literacy, and Learning 199 225 .

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