Impact of Reading Ability on Academic Performance at the Primary Level

Abstract

The present study examined the correlation between academic performance in reading and academic performance in mathematics at the primary level. The data included 95 student performances from grades two, three, four, and five. The reading performance was based on three assessment components which included comprehension, fluency, and vocabulary. The mathematics performance was based on summative assessments conducted at intervals during the 2011-2012 academic year as well as the results from the STAR test. Results indicated that a correlation did exist between reading and mathematics performance at the early elementary level when including grades two through five. Examining each grade level individually yielded similar results. A correlation did not exist at second grade between reading and mathematics performance; however, a correlation was found at grades three, four, and five. The correlation also appeared to grow in strength at higher grade levels.

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