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Child Development Research
Volume 2017, Article ID 4506098, 10 pages
Review Article

Metasynthesis of Factors Contributing to Children’s Communication Development: Influence on Reading and Mathematics

Texas A&M University, College Station, TX, USA

Correspondence should be addressed to William H. Rupley; ude.umat@yelpur-w

Received 14 July 2016; Accepted 21 November 2016; Published 19 February 2017

Academic Editor: Elena Nicoladis

Copyright © 2017 Amber J. Godwin et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


The purpose of this study is to determine what previous studies have found to be factors that contribute to a child’s initial communication development and previously identified effects of reading mathematics storybooks to toddlers or preschoolers. Therefore, it follows that the earlier a preschooler is exposed to mathematics vocabulary, the easier mathematics vocabulary acquisition and understanding can be for that child, which can result in an increase in future academic achievement. This metasynthesis was conducted to gather information on the effects that interactive relationships with caregivers have on a child’s ability to communicate and then how symbiotic reading and mathematics interventions can affect a child’s ability to think and communicate mathematically. According to the data analyzed for this metasynthesis, caregivers’ language relationships help facilitate a child’s early communication development and reading and mathematics symbiotic instruction can lead to developing a child’s ability to think and communicate mathematically.