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Word problems can be a challenging aspect of mathematics education for students. The aim of this literature review is therefore to examine the relationship between students reading comprehension and their problem-solving abilities. Therefore the following study seeks to investigate the significance of students' reading comprehension for their ability to solve arithmetic word problems in the early years of primary education. Through carefully planned and methodical searches, relevant articles were identified through a systematic and carefully structured search process to form the basis of this review. These articles were subsequently analysed and processed in accordance with a qualitative content analysis approach. The findings indicate that students' reading comprehension plays a crucial role in their ability to solve arithmetic word problems. Reading comprehension is central for students to understand the text and to determine what is expected of them. The results also revealed several specific aspects of reading comprehension that influence students' performance on arithmetic word problems.