By Winnie Tam, Centre for University and School Partnership, The Chinese University of Hong Kong
Research has shown that engagement with mathematics-related literature, such as books on numbers and geometry, can improve the corresponding math skills in young children. However, the impact of reading material not directly related to mathematics on primary school students remains less well-understood. A quasi-experimental study by Zhang and colleagues examined the effects of reading on the mathematical performance of second-grade students. The study involved 134 participants from three second-grade classes at a public primary school in Chongqing, China. The classes were randomly allocated to one of three groups: a math-unrelated reading intervention group (n=44), a math-related reading intervention group (n=45), and a control group (n=45). Both reading interventions, administered by the same experimenter, involved twice-weekly 40- to 45-minute sessions for 4 weeks supplementary to regular classes, while the control group attended classes as usual. Outcomes were measured by the Chinese Children and Adolescents Mathematical Achievement Test compiled by Beijing Normal University.
The reading materials for the intervention groups were picture books with text, with math-related books covering topics like probability and division, and non-mathematical books focusing on cognitive and social themes. An emphasis on vocabulary was common to both interventions, with instructors using various techniques to highlight key words and phrases. Techniques included putting words into sentences, relating words to contexts, using dramatic gestures, modulating voices, and changing speaking speed. Results showed that both reading intervention groups significantly outperformed the control group, with no differences between the math-related and unrelated conditions. Gender, baseline math ability, and general cognition did not moderate these effects.
The authors posit that improving vocabulary and reading comprehension through either intervention may have enhanced mathematical performance, as the assessment involved word problems. However, limitations of research method preclude strong conclusions. Further research utilizing more rigorous methodologies could help clarify the mechanisms by which reading and math skills interact over developmental stages.
Best Evidence in Brief Index 