Social–Emotional Skills Correlate with Reading Ability among Typically Developing Readers: A Meta-Analysis
This meta-analysis examined the correlation between social–emotional skills and reading ability and identified possible moderators by synthesizing 285 correlations from 37 studies among 38 samples with 28,404 participants. Results showed a significantly positive correlation between social–emotional...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-02-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/13/2/220 |
| _version_ | 1797621349319966720 |
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| author | Liyan Yu Jane Jie Yu Xiuhong Tong |
| author_facet | Liyan Yu Jane Jie Yu Xiuhong Tong |
| author_sort | Liyan Yu |
| collection | DOAJ |
| description | This meta-analysis examined the correlation between social–emotional skills and reading ability and identified possible moderators by synthesizing 285 correlations from 37 studies among 38 samples with 28,404 participants. Results showed a significantly positive correlation between social–emotional skills and reading ability among typically developing readers, <i>r</i> = 0.23, 95% CI [0.19, 0.28]. The moderation analysis revealed that, after controlling for types of social–emotional skills and grade level, the correlation between social–emotional skills and reading ability was moderated by the levels of reading (i.e., word reading vs. reading comprehension), β = 0.07, 95% CI [0.02, 0.11], <i>t</i> = 5.03, <i>p</i> < 0.05. Specifically, social–emotional skills had a significantly stronger correlation with reading comprehension than it with word reading. This work provides support for the lattice model of reading, suggesting that future research efforts are needed to examine the underlying mechanisms between social–emotional skills and reading ability. |
| first_indexed | 2024-03-11T08:54:41Z |
| format | Article |
| id | doaj.art-26412dfc079d40e5977258535d1faa77 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-11T08:54:41Z |
| publishDate | 2023-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-26412dfc079d40e5977258535d1faa772023-11-16T20:09:34ZengMDPI AGEducation Sciences2227-71022023-02-0113222010.3390/educsci13020220Social–Emotional Skills Correlate with Reading Ability among Typically Developing Readers: A Meta-AnalysisLiyan Yu0Jane Jie Yu1Xiuhong Tong2Department of Psychology, The Education University of Hong Kong, Hong Kong, ChinaDepartment of Sport and Exercise Science, College of Education, Zhejiang University, Hangzhou 310058, ChinaDepartment of Psychology, The Education University of Hong Kong, Hong Kong, ChinaThis meta-analysis examined the correlation between social–emotional skills and reading ability and identified possible moderators by synthesizing 285 correlations from 37 studies among 38 samples with 28,404 participants. Results showed a significantly positive correlation between social–emotional skills and reading ability among typically developing readers, <i>r</i> = 0.23, 95% CI [0.19, 0.28]. The moderation analysis revealed that, after controlling for types of social–emotional skills and grade level, the correlation between social–emotional skills and reading ability was moderated by the levels of reading (i.e., word reading vs. reading comprehension), β = 0.07, 95% CI [0.02, 0.11], <i>t</i> = 5.03, <i>p</i> < 0.05. Specifically, social–emotional skills had a significantly stronger correlation with reading comprehension than it with word reading. This work provides support for the lattice model of reading, suggesting that future research efforts are needed to examine the underlying mechanisms between social–emotional skills and reading ability.https://www.mdpi.com/2227-7102/13/2/220social–emotional skillsreading abilitymeta-analysis |
| spellingShingle | Liyan Yu Jane Jie Yu Xiuhong Tong Social–Emotional Skills Correlate with Reading Ability among Typically Developing Readers: A Meta-Analysis Education Sciences social–emotional skills reading ability meta-analysis |
| title | Social–Emotional Skills Correlate with Reading Ability among Typically Developing Readers: A Meta-Analysis |
| title_full | Social–Emotional Skills Correlate with Reading Ability among Typically Developing Readers: A Meta-Analysis |
| title_fullStr | Social–Emotional Skills Correlate with Reading Ability among Typically Developing Readers: A Meta-Analysis |
| title_full_unstemmed | Social–Emotional Skills Correlate with Reading Ability among Typically Developing Readers: A Meta-Analysis |
| title_short | Social–Emotional Skills Correlate with Reading Ability among Typically Developing Readers: A Meta-Analysis |
| title_sort | social emotional skills correlate with reading ability among typically developing readers a meta analysis |
| topic | social–emotional skills reading ability meta-analysis |
| url | https://www.mdpi.com/2227-7102/13/2/220 |
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