Abstract
This study examines the importance of reading performance in explaining mathematics performance in the Programme for International Student Assessment (PISA), and analyses how the relationship is present for different reading subareas. Data of Fangshan District of Beijing in PISA 2009 China Trial were used. Multilevel modelling analyses reveal that: (1) reading performance can explain a considerable proportion of the variance in mathematics performance, and moderates the gender gap favouring males in mathematics performance; (2) specific reading subareas significantly associated with mathematics performance. These findings suggest that taking into consideration students’ performance in reading, especially some specific reading subareas, is important when interpreting mathematics performance. Implications for formulating policy based on PISA outcomes are made.
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