Another study conducted by Cimmiyotti
(2013) revolved around reading ability and its effects on academic performance
on primary level students. It focused on the correlation between academic
performances’ effect on reading and mathematics. Ninety-five primary school
students from different grades were used in this research. They were given
assessments that tested their reading performance in different areas related to
reading which were their fluency, comprehension and vocabulary. It was found
that there was a significant correlation between reading and students’
mathematics performance. The relationship between the two grew as students
advanced past second grade. The study did not find the direction of how the
correlation regarding readings’ effect on mathematics performance were set.

However, it did recommend that schools should go under the assumption that
reading gives the students skills to perform in better ways in the area of
mathematics. In a similar research, done in Turkey with the use of PISA Programme for
International Student Assessment to assess students’ performance in science
and mathematics in relation to reading comprehension, similar results were
found. The researchers used qualitative and quantitative methods to test
students’ achievements in schools across the world. The findings showed that
there were factors to why students that read received better grades. Family and
relatives that supported their children and encouraged them to read were seen
to make their children receive better grades. The results from the methods used
presented that there was correlation between reading comprehension and
students’ accomplishments in mathematics and science. The researchers
recommended adults to encourage the young generations to read more because of
the strong connection between school performance and reading. (Akba?l?,
?ahin, Yaykiran, 2016)


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