The Mediator Effect of Reading Comprehension in the Relationship between Logical Reasoning and Word Problem Solving

Abstract

Reading comprehension skill is seen as a predictor of word problemsolving performance, and the close relationship between reading comprehension and mathematical skills is accentuated. On the other hand, more research is needed as to determine how logical thinking and word problem solving are related to each other and to analyze the role of reading comprehension in this relationship. The aim of the study is to examine the role of reading comprehension in the relation between logical reasoning and word problem-solving in 158 fourth grade primary school students. The data were collected through the administration of logical reasoning, syllogistic reasoning, and reading comprehension tests, and word problems. In this research, which makes use of a predictive correlational research model, the regression analysis was used to test the direct and indirect relationships between word problem solving, logical reasoning, inference making, and reading comprehension skills. As a result of the research, the relationships between the variables were found to be positively significant. Besides, reading comprehension seems to play a partial mediating role in the relationship between logical reasoning and word problem-solving. The positive correlation between word problem solving and logical reasoning skills suggests that activities to improve word problem-solving performance should be supported by logical reasoning-and inference making-related activities. The fact that reading comprehension skills play a mediating role between these two performances reveals the importance of linguistic skills such as reading comprehension in the development of logical and mathematical thinking.

Is Reading Comprehension Associated With Mathematics Skills: A Meta-Analysis Research

“…These results are not surprising since one of the most important phases of problem-solving understanding the problem (Lau, It is the most important action for students to attempt to comprehend the problem since it is unlikely that a problem can be solved without comprehending it (Ozturk et al, 2020). Previous research has also shown that even mathematically strong children have difficulty solving problems owing to an incorrect comprehending of the problem situation or limited reading comprehension skills (e.g., Bjork & Crane, 2013;Boonen et al, 2014;Özcan & Doğan, 2018;Can, 2020). Moreover, most previous studies indicate that reading comprehension has a stronger impact on problem-solving than arithmetic skills, logical reasoning, and spatial skills (e.g., Lee et al, 2004;Hart et al, 2010;Bjork & Crane, 2013;Harlaar et al, 2012;Fuchs et al, 2015;Murrihy et al, 2017;Pongsakdi et al, 2020).…”

“…For example, a greater relationship between reading comprehension and problem-solving (r = .45) than arithmetic skills (r = .42) and spatial skills (r = .34) among elementary students is reported by Murrihy et al (2017). Likewise, a strong relationship (r = .60) between problem-solving and reading comprehension and a moderate relationship (r = .49) between reading comprehension and logical reasoning among elementary students are found by Can (2020). However, some studies (e.g., Swanson, 2004;Bullen et al, 2020) show that there is a greater relationship between reading comprehension and arithmetic skills than problem-solving.…”

“…Thus, it is necessary to think carefully and understand the problem situation properly to solve a problem. Several studies results reveal that even students who have strong arithmetical skills, spatial skills, or logical reasoning have difficulty solving real-world problems due to limited reading comprehension and an incorrect understanding of the problem situation (e.g., Bjork & Crane, 2013;Boonen et al, 2014;Özcan & Doğan, 2018;Can, 2020). Most previous studies indicate that reading comprehension has a stronger impact on problem-solving than spatial skills, arithmetic skills, and logical reasoning (e.g., Lee et al, 2004;Hart et al, 2010;Bjork & Crane, 2013;Harlaar et al, 2012;Fuchs et al, 2015;Murrihy et al, 2017;Pongsakdi et al, 2020).…”

Analysing Reading Comprehension of Primary School Students Through Parenting Context

“…The positive correlation between word problem solving and logical reasoning skills suggests that activities to improve word problemsolving performance should be supported by logical reasoning-and inference making-related activities. The fact that reading comprehension skills play a mediating role between these two performances reveals the importance of linguistic skills such as reading comprehension in the development of logical and mathematical thinking (Can, 2020).…”

“…Referring to various English tests, reading comprehension is part of TOEFL, IELTS and TOEIC, which are considered as well-known proficiency tests. Reading comprehension skill is viewed as a predictor of word problem solving performance, and the close relationship between reading comprehension and mathematical skills is accentuated (Can, 2020). Therefore, the researchers were interested in analysing reading comprehension through the available stories in the parenting-themed coloring book.…”