Reading Competence Development of Poor Readers in a German Elementary School Sample: An Empirical Examination of the Matthew Effect Model

Autor/inn/en	Pfost, Maximilian; Dorfler, Tobias; Artelt, Cordula
Titel	Reading Competence Development of Poor Readers in a German Elementary School Sample: An Empirical Examination of the Matthew Effect Model
Quelle	In: Journal of Research in Reading, 35 (2012) 4, S.411-426 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/j.1467-9817.2010.01478.x
Schlagwörter	Cognitive Ability; Elementary School Students; Grade 3; Grade 4; Structural Equation Models; Reading; Foreign Countries; Reading Skills; Reading Difficulties; Reading Comprehension; Longitudinal Studies; Germany; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Denkfähigkeit; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Leseprozess; Lesen; Ausland; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit; Leseverstehen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Deutschland
Abstract	According to the Matthew effect model, interindividual differences in reading competence between poor and normal readers should become wider as students grow older. The second part of the model assumes that these differential pathways are mainly attributable to differential reading activities. The purpose of this study is to examine whether both assumptions can be verified in a sample of German elementary school students. Data from 1,124 students, participating in the BiKS longitudinal study with assessment starting in Grade 3 and two further points of measurement in Grade 4, were available for our analyses. Latent growth curve models showed a significant lower linear and quadratic trend on reading competence development for students with severe reading deficits in comparison with their better classmates. Further analysis indicates that differential reading behaviour seems to be a prominent factor in explaining these differential pathways whereas the students' general cognitive abilities seem to be of less importance. (Contains 3 figures and 4 tables.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10