An Investigation to determine if there is a Significant Correlation between Children’s Ability to Read and their Ability to do Mathematics

Abstract

This study attempted to determine whether there was a significant correlation between children's reading ability and their ability to grasp mathematical concepts, to perform mathematical computations, and to solve mathematical word problems. To achieve this purpose, the Metropolitan Achievement Tests were administered to students in both reading and mathematics. One hundred fifteen fourth grade students from an upstate New York suburban community were the subjects for this study. The Metropolitan Achievement Tests were administered to all subjects by their regular classroom teachers during the first week in May. For the purpose of analysis, the raw score for total reading and the raw scores for concepts, computation and problem solving were obtained and evaluated. A Pearson's Product Moment Analysis was used to determine the correlation among reading ability and each of the three areas of mathematics. Correlations were also obtained separately for both boys and girls. The results of the study found strong, significant relationships between reading ability and mathematical computations, between reading ability and mathematical concepts and between reading ability and mathematical problem solving. The study showed no significant sex variable.