Cognitive Predictors Of Reading In Chinese And English And Mathematics In School Children: A Meta-analysis - Info and Reading Options

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It is still unclear how significant the impact of cognitive skills is on reading in L1 Chinese, L2 English, and mathematics. Meta-analyses provide a unique opportunity to address the current ambiguity regarding the role of cognitive skills in reading in L1 Chinese, L2 English, and mathematics. Previous meta-analyses in reading and mathematics primarily concentrated on alphabetic languages, and there remains a lack of comprehensive synthesis of literature involving Chinese speakers. Existing meta-analyses among Chinese speakers have often focused on single academic domains or specific cognitive skills, limiting our understanding of the broader cognitive perspective (Yang et al., 2013; Zhong et al., 2022). To compare the cognitive effects on reading and mathematics, we will conduct a meta-analysis to synthesize the literature on the correlation between cognitive skills and both L1 Chinese and L2 English reading, and mathematics abilities, in native Chinese speakers. This approach allows us to comprehensively compare cognitive effects on reading and mathematics, distinguishing between domain-general and domain-specific predictors. Unlike longitudinal studies, a meta-analysis offers a systematic evaluation of the relationship between cognitive skills and academic outcomes across different domains. Additionally, it will examine whether variations in this association are influenced by factors such as test types and sample characteristics, which are challenging to control for in a single experiment. Through reviewing 128 studies, our goal is to investigate the key cognitive factors (e.g., phonological awareness and rapid naming impact) that play a crucial role in reading and mathematics abilities among primary school students. We also aim to explore how cognitive predictors affect the developmental trajectory of reading in Chinese native speakers, English L2 reading of Chinese speakers, and mathematics ability, and how their roles may change across development. By considering the effects of the main cognitive predictors extracted from previous studies in the proposed meta-analysis, we will gain a comprehensive understanding of how cognitive skills contribute to reading and mathematical development. This approach could be particularly useful in distinguishing which skills have predictability across various academic domains (domain-general) from those that are specifically tailored to a particular area (domain-specific).

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