Are There Any Matthew Effects in Literacy and Cognitive Development?

Autor/inn/en	Kempe, Camilla; Eriksson-Gustavsson, Anna-Lena; Samuelsson, Stefan
Titel	Are There Any Matthew Effects in Literacy and Cognitive Development?
Quelle	In: Scandinavian Journal of Educational Research, 55 (2011) 2, S.181-196 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
Schlagwörter	Foreign Countries; Reading Ability; Achievement Gap; Cognitive Development; Comparative Analysis; Word Recognition; Spelling; Grade 1; Grade 2; Grade 3; Reading Comprehension; Reading Difficulties; Emergent Literacy; Figurative Language; Verbal Ability; Vocabulary Development; Sweden + Suchen Sie Ihr Suchwort? Ausland; Reading competence; Lesekompetenz; Kognitive Entwicklung; Worterkennung; Schreibweise; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Leseverstehen; Reading difficulty; Leseschwierigkeit; Frühleseunterricht; Mündliche Leistung; Wortschatzarbeit; Schweden
Abstract	The Matthew effect is often used as a metaphor to describe a widening gap between good and poor readers over time. In this study we examined the development of individual differences in reading and cognitive functioning in children with reading difficulties and normal readers from Grades 1 to 3. Matthew effects were observed for individual differences in reading comprehension and vocabulary, but not on tests measuring word decoding, word recognition, or spelling, nor on non-verbal ability. However, these Matthew effects disappeared when controlling for home literacy activities and parent reading behavior, indicating that print exposure is one environmental condition involved in mediating Matthew effects. These findings are in line with the idea of the Matthew effect by Stanovich and the core assumption that reading comprehension is involved in a reciprocal relationship with vocabulary knowledge. (Contains 2 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10