Social–emotional skills correlate with reading ability among typically developing readers: A meta-analysis

Liyan YU, Jane Jie YU, Xiuhong TONG

Research output: Contribution to journalArticlespeer-review

3 Citations (Scopus)

Abstract

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, r = 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], t = 5.03, p < 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. Copyright © 2023 by the authors.
Original languageEnglish
Article number220
JournalEducation Sciences
Volume13
Issue number2
DOIs
Publication statusPublished - Feb 2023

Citation

Yu, L., Yu, J. J., & Tong, X. (2023). Social–emotional skills correlate with reading ability among typically developing readers: A meta-analysis. Education Sciences, 13(2). Retrieved from https://doi.org/10.3390/educsci13020220

Keywords

  • Social–emotional skills
  • Reading ability
  • Meta-analysis

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