Social–Emotional Skills Correlate with Reading Ability among Typically Developing Readers: A Meta-Analysis
Abstract
:1. Introduction
2. Social–Emotional Skills and Reading Ability
3. Potential Moderators
3.1. Types of Social–Emotional Skills
3.2. Types of Reading Outcomes
3.3. Grade Level
4. The Present Study
5. Method
6. Literature Search
6.1. Electronic Database Search
6.2. Manual Search
7. Inclusion and Exclusion Criteria
8. Paper Filtering
9. Data Coding
10. Quality Assessment
11. Statistical Analysis Strategy
12. Results
13. Study Characteristics
14. Participant Characteristics
15. Influential Samples
16. Publication Bias
17. Overall Correlation between Social–Emotional Skills and Reading Ability
18. Moderation Effects
18.1. Moderation Effect of the Types of Social–Emotional Skills
18.2. Moderation Effect of Types of Reading Ability
18.3. Moderation Effect of Grade Level
19. Discussion
20. The Relationship between Social–Emotional Skills and Reading Ability
21. Moderation Effect of Types of Reading Outcomes
22. Moderation Effect of Types of Social–Emotional Skills
23. Moderation Effect of Grade Level
24. Limitations
25. Implications
Author Contributions
Funding
Data Availability Statement
Conflicts of Interest
References
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Author, Year of Publication | Design a | Grade b | N c | ES d | Gender (Male Percentage) | Language | Outcome Measures | r | Quality of Methodology | |||
---|---|---|---|---|---|---|---|---|---|---|---|---|
Social–Emotional Skills e | Reading f | Sample h | Measurement h | Analysis h | ||||||||
Abdolrezapour and Tavakoli [59] | C | Null | 63 | 1 | Null | English | EI | RC | 0.66 | * | ** | ** |
Abdorazik [70] | C | U | 49 | 1 | 32.35% | English | EI | RC | 0.25 | ** | ** | *** |
Agostin and Bain [71] | L | K | 184 | 3 | 47.30% | English | SS | WR | 0.08–0.29 | ** | ** | ** |
Alipanahi and Tariverdi [72] | C | U | 50 | 1 | 60.00% | English | EI | RC | 0.68 | ** | *** | ** |
Arabsarhangi and Noroozi [5] | C | Null | 50 | 1 | Null | English | EI | RC | 0.70 | ** | ** | *** |
Arnold et al. [73] | C | K | 467 | 1 | 51.82% | English | SS | WR | 0.13 | ** | *** | ** |
Aryanto [74] | C | U | 46 | 1 | Null | English | EI | RC | 0.16 | * | ** | ** |
Ates [75] | C | S | 138 | 1 | 29.71% | Turkish | EI | RC | 0.35 | ** | *** | ** |
Benner et al. [17] | C | K and P | 150 | 1 | 54.00% | English | SS | WR | 0.49 | ** | ** | ** |
Caemmerer and Keith [21] | L | K | 7802 | 120 | 49.40% | English | SS | RC | 0.17–0.31 | ** | *** | ** |
Chen and Zhang [76] | C | U | 72 | 3 | 66.67% | English | EI | RC | 0.03–0.14 | ** | *** | ** |
Farajnezhad and Tabatabai [77] | C | U | 150 | 1 | 63.33% | English | EI | RC | 0.18 | * | ** | ** |
Feshbach and Feshbach [78] | L | P | 133 | 2 | 50.00% | English | EI | Null | −0.08–0.11 | ** | *** | ** |
Firdaus [68] | C | S | 53 | 1 | Null | English | EI | RC | 0.66 | * | *** | ** |
Froiland and Davison [79] | C | Null | 40 | 1 | 45.00% | English | EI | RC | 0.45 | ** | ** | ** |
Ghabanchi and Rastegarl [6] | C | U | 55 | 1 | 45.45% | English | EI | RC | 0.19 | * | ** | ** |
Hall and DiPerna [63] | L | P | 9225 | 4 | 50.20% | English | SS | RC | 0.10–0.14 | ** | *** | ** |
Hindman and Morrison [80] | C | K | 229 | 2 | 50.00% | English | SS | WR | 0.10–0.17 | ** | *** | ** |
Karbalaei and Sanati [81] | C | Null | 65 | 1 | Null | English | EI | RC | 0.84 | ** | ** | ** |
Konold et al. [82] | L | K | 1102 | 96 | 51.00% | English | SS | WR | 0.01–0.31 | ** | *** | ** |
Medford and McGeown [83] | L | K | 85 | 2 | 49.41% | English | SS | WR | 0.15–0.20 | ** | *** | ** |
Montroy et al. [84] | L | K | 103 | 2 | 66.10% | English | SS | WR | 0.29–0.32 | ** | *** | *** |
Motallebzadeh [62] | C | U | 170 | 1 | 22.80% | English | EI | RC | 0.54 | ** | ** | ** |
Ortiz et al. [85] | L | K | 203 | 3 | 43.75% | English | SS | RC and WR | 0.24–0.25 | ** | *** | ** |
Martí et al. [86] | C | P | 180 | 1 | 52.80% | Null | EI | RC | 0.21 | *** | ** | ** |
Pishghadam and Tabataba'ian [87] | C | U | 90 | 1 | 44.44% | English | EI | RC | 0.17 | ** | *** | ** |
Pishghadam [36] | C | U | 508 | 1 | 26.38% | English | EI | RC | 0.06 | ** | ** | ** |
Ponitz et al. [88] | L | K | 343 | 1 | 48.00% | English | SS | WR | 0.15 | ** | *** | ** |
Quirk et al. [89] | L | K | 112 | 2 | 55.00% | English | SE and EI | WR | 0.00–0.37 | ** | *** | ** |
Razza et al. [90] | L | K | 669 | 2 | 47.83% | English | SS | RC | 0.25–0.27 | ** | *** | ** |
Saeidi and Yusefi [91] | C | U | 143 | 1 | 18.88% | English | EI | RC | 0.20 | ** | ** | ** |
Sartika et al. [92] | C | S | 140 | 1 | Null | Null | EI | RC | 0.24 | * | ** | ** |
Schwab et al. [37] | L | P | 18 | 12 | 27.78% | German | SS and EI | RC and WR | −0.26–0.31 | ** | *** | ** |
Smith et al. [44] | L | K | 79 | 4 | 52.00% | English | SS and EI | RC and WR | 0.21–0.34 | ** | ** | *** |
Smith-Adcock et al. [93] | L | K | 3444 | 3 | 48.30% | English | SS | RC | 0.20–0.42 | ** | *** | ** |
Sparapani et al. [22] | L | P | 449 | 3 | 46.00% | English | SS | RC and WR | 0.32–0.37 | ** | *** | ** |
Tabrizi and Esmaeili [94] | C | S | 121 | 1 | 0.00% | English | EI | RC | 0.55 | ** | ** | ** |
Talebinejad and Fard [95] | C | S | 80 | 1 | 0.00% | English | EI | RC | 0.80 | ** | ** | ** |
Wang and Algozzine [96] | C | P | 257 | 2 | 57.98% | English | SS | RC and WR | 0.28–0.32 | ** | *** | ** |
Yu and Tong, 2023 [97] g | C | P | 679 | 1 | 50.70% | Chinese | EI | RC | 0.20 | *** | *** | *** |
Zandi [55] | C | U | 239 | 1 | 0.00% | French | EI | RC | 0.12 | * | ** | ** |
Zandi [61] | C | U | 200 | 1 | 100.00% | French | EI | RC | 0.15 | * | ** | ** |
Zarezadeh [56] | C | U | 330 | 1 | Null | English | EI | RC | 0.18 | ** | ** | ** |
Measures | NS a | ES b | Fisher’s Z | 95% CI | Tau. sq c | p-Value |
---|---|---|---|---|---|---|
Overall | 38 | 285 | 0.23 | [0.19, 0.28] | 0.011 | <0.001 *** |
Social–emotional skills d | ||||||
Emotional intelligence | 22 | 30 | 0.22 | [0.14, 0.30] | 0.017 | <0.001 *** |
Social skills | 19 | 254 | 0.24 | [0.19, 0.29] | 0.010 | <0.001 *** |
Reading ability e | ||||||
Word reading | 14 | 120 | 0.25 | [0.17, 0.32] | 0.012 | <0.001 *** |
Reading comprehension | 28 | 163 | 0.25 | [0.20, 0.30] | 0.011 | <0.001 *** |
Grade level f | ||||||
Kindergarten | 14 | 89 | 0.22 | [0.18, 0.27] | 0.006 | <0.001 *** |
Primary school | 13 | 155 | 0.22 | [0.16, 0.27] | 0.007 | <0.001 *** |
Secondary school | 6 | 25 | 0.29 | [0.13, 0.44] | 0.011 | 0.006 ** |
University and above | 12 | 14 | 0.20 | [0.09, 0.30] | 0.016 | 0.001 ** |
Measure | Beta | SE | t | 95% CI | p |
---|---|---|---|---|---|
Social–emotional skills | |||||
Emotional intelligence vs. social skills | 0.00 | 0.05 | −0.09 | [−0.11, 0.10] | 0.927 |
Reading ability | |||||
Word reading vs. reading comprehension | 0.07 | 0.01 | 5.03 | [0.02, 0.11] | 0.022 * |
Grade level | |||||
Kindergarten vs. primary school | 0.02 | 0.01 | 2.90 | [−0.004, 0.05] | 0.070 † |
Kindergarten vs. secondary school | 0.02 | 0.02 | 1.07 | [−0.07, 0.10] | 0.410 |
Kindergarten vs. university | −0.06 | 0.06 | −0.98 | [−0.19, 0.07] | 0.344 |
Primary school vs. secondary school | −0.005 | 0.01 | −0.39 | [−0.07, 0.06] | 0.741 |
Primary school vs. university | −0.08 | 0.06 | −1.37 | [−0.22, 0.05] | 0.194 |
Secondary school vs. university | −0.08 | 0.06 | −1.24 | [−0.22, 0.06] | 0.233 |
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Yu, L.; Yu, J.J.; Tong, X. Social–Emotional Skills Correlate with Reading Ability among Typically Developing Readers: A Meta-Analysis. Educ. Sci. 2023, 13, 220. https://doi.org/10.3390/educsci13020220
Yu L, Yu JJ, Tong X. Social–Emotional Skills Correlate with Reading Ability among Typically Developing Readers: A Meta-Analysis. Education Sciences. 2023; 13(2):220. https://doi.org/10.3390/educsci13020220
Chicago/Turabian StyleYu, Liyan, Jane Jie Yu, and Xiuhong Tong. 2023. "Social–Emotional Skills Correlate with Reading Ability among Typically Developing Readers: A Meta-Analysis" Education Sciences 13, no. 2: 220. https://doi.org/10.3390/educsci13020220