Another study conducted by Cimmiyotti
(2013) revolved around reading ability and its effects on academic performance
on primary level students. It focused on the correlation between academic
performances’ effect on reading and mathematics. Ninety-five primary school
students from different grades were used in this research. They were given
assessments that tested their reading performance in different areas related to
reading which were their fluency, comprehension and vocabulary. It was found
that there was a significant correlation between reading and students’
mathematics performance. The relationship between the two grew as students
advanced past second grade. The study did not find the direction of how the
correlation regarding readings’ effect on mathematics performance were set.
However, it did recommend that schools should go under the assumption that
reading gives the students skills to perform in better ways in the area of
mathematics. In a similar research by Akba?l?, ?ahin and Yaykiran (2016) done
in Turkey with the use of PISA Programme for International Student Assessment to
assess students’ performance in science and mathematics in relation to reading
comprehension, similar results were found. The researchers used qualitative and
quantitative methods to test students’ achievements in schools across the
world. The findings showed that there were factors to why students that read
received better grades. Family and relatives that supported their children and
encouraged them to read were seen to make their children receive better grades.
The results from the methods used presented that there was correlation between
reading comprehension and students’ accomplishments in mathematics and science.
The researchers recommended adults to encourage the young generations to read
more because of the strong connection between school performance and reading.