Matthew Effects in Reading Comprehension: Myth or Reality?

Autor/inn/en	Protopapas, Athanassios; Sideridis, Georgios D.; Mouzaki, Angeliki; Simos, Panagiotis G.
Titel	Matthew Effects in Reading Comprehension: Myth or Reality?
Quelle	In: Journal of Learning Disabilities, 44 (2011) 5, S.402-420 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219411417568
Schlagwörter	Reading Comprehension; Spelling; Academic Achievement; Grade 2; Vocabulary Skills; Reading Skills; Elementary School Students; Grade 3; Grade 4; Longitudinal Studies; Standardized Tests; Reading Fluency; Academic Ability; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Leseverstehen; Schreibweise; Schulleistung; School year 02; 2. Schuljahr; Schuljahr 02; Aktiver Wortschatz; Reading skill; Lesefertigkeit; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Standadised tests; Standardisierter Test; Ausland; Griechenland
Abstract	The presence of Matthew effects was tested in students of varying reading, spelling, and vocabulary skills. A cross-sequential design was implemented, following 587 Grade 2 through 4 students across five measurement points (waves) over 2 years. Students were administered standardized assessments of reading, spelling, and vocabulary. Results indicated that the hypothesized fan-spread pattern for Matthew effects was not evident. Low and high ability groups were formed based on 25th and 75th percentile cutoffs on initial measures of spelling, reading accuracy and fluency, vocabulary, and reading comprehension. Multilevel modeling suggested that low and high ability groups had significantly different starting points (intercepts) and their pattern of growth on passage comprehension did not indicate that the gap would increase over time. Instead, some analyses, especially of the youngest cohorts, showed significant convergence. However, there was no evidence of eventually closing the gap. Thus, although the poor students may not be getting poorer, they do not get sufficiently richer either. (Contains 3 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10