Matthew effects in children with learning disabilities: Development of reading, IQ, and psychosocial problems from grade 2 to grade 8

Scarborough, Hollis S.; Parker, Jennifer D.

doi:10.1007/s11881-003-0004-6

Cited by 86 publications

(102 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Other predictions of the model have also been tested, with similarly equivocal results (Pfost et al, 2014). Some studies report data that support a Matthew effect for reading ability (Juel, 1988), but others report a stable achievement pattern (Aarnoutse & van Leeuwe, 2000;Catts, Adlof, & Fey, 2003;Scarborough & Parker, 2003;Shaywitz et al, 1995) or a compensatory effect (Parrila, Auonola, Leskinen, Nurmi, & Kirby, 2005;Shaywitz et al, 1995). The diversity of findings in these studies is undoubtedly related to the wide variety of outcome variables and ages of readers as well as to the characteristics of the sample group and study methodologies.…”

Section: The Existence Of a Matthew Effect For Vocabularymentioning

confidence: 99%

“…As a final consideration, the populations studied may have differed in amount or kind of intervention received. Hence, although the Matthew effect model has been a very helpful framework for researchers, educators, and clinicians alike, evidence for it has remained elusive (Pfost et al, 2014;Scarborough & Parker, 2003).…”

Section: The Existence Of a Matthew Effect For Vocabularymentioning

confidence: 99%

See 1 more Smart Citation

The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect

Duff

Tomblin

Catts

2015

J Speech Lang Hear Res

118

View full text Add to dashboard Cite

Purpose: Individual differences in vocabulary development may affect academic or social opportunities. It has been proposed that individual differences in word reading could affect the rate of vocabulary growth, mediated by the amount of reading experience, a process referred to as a Matthew effect (Stanovich, 1986). Method: In the current study, assessments of written word-reading skills in the 4th grade and oral vocabulary knowledge collected in kindergarten and in the 4th, 8th, and 10th grades from a large epidemiologically based sample (n = 485) allowed a test of the relationship of early word-reading skills and the subsequent rate of vocabulary growth. Results: Consistent with the hypothesis, multilevel modeling revealed the rate of vocabulary growth after the 4th grade to be significantly related to 4th-grade word reading after controlling for kindergarten vocabulary level, that is, above average readers experienced a higher rate of vocabulary growth than did average readers. Conclusions: Vocabulary growth rate differences accumulated over time such that the effect on vocabulary size was large.

show abstract

Section: The Existence Of a Matthew Effect For Vocabularymentioning

confidence: 99%

Section: The Existence Of a Matthew Effect For Vocabularymentioning

confidence: 99%

The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect

Duff

Tomblin

Catts

2015

J Speech Lang Hear Res

118

View full text Add to dashboard Cite

show abstract

“…Although this effect has often been noted, few studies have tested the hypothesis directly (Bast & Reitsma, 1998). Furthermore, not all studies have observed the effect (e.g., Scarborough & Parker, 2003;Shaywitz et al, 1999;Shaywitz, Holford et al, 1995), nor has it been found for all aspects of reading (Bast & Reitsma, 1998).…”

Section: Stability Of Reading Ability and Disabilitymentioning

confidence: 99%

Colorado longitudinal twin study of reading disability

et al. 2007

View full text Add to dashboard Cite

The primary objectives of the present study are to introduce the Colorado Longitudinal Twin Study of Reading Disability, the first longitudinal twin study in which subjects have been specifically selected for having a history of reading difficulties, and to present some initial assessments of the stability of reading performance and cognitive abilities in this sample. Preliminary examination of the test scores of 124 twins with a history of reading difficulties and 154 twins with no history of reading difficulties indicates that over the 5-to 6-year interval between assessments, cognitive and reading performance are highly stable. As a group, those subjects with a history of reading difficulties had substantial deficits relative to control subjects on all measures at initial assessment, and significant deficits remained at follow-up. The stability noted for all cognitive and achievement measures was highest for a composite measure of reading, whose average stability correlation across groups was 0.80. Results of preliminary behavior genetic analyses for this measure indicated that shared genetic influences accounted for 86% and 49% of the phenotypic correlations between the two assessments for twin pairs with and without reading difficulties, respectively. In addition, genetic correlations reached unity for both groups, suggesting that the same genetic influences are manifested at both time points.

show abstract

“…In another vein, researchers (Langer, 1986a,b;Chall & Jacobs, 1983) argued that reading, writing, and intelligence are unconnected given the assumption that complexities in reading and writing are a result of a form of highly restricted cognitive discrepancy, which may not affect children's intelligence quotient (IQ). Briggs et al (2014), Gustafson and Samuelsson (1999), and Scarborough and Parker (2003) criticized this view by arguing that reading and writing difficulties restrict children's intelligence in many cognitive domains (e.g., debate, describing, discussion, reading, knowing, labelling, summarising, translating, and vocabulary).…”

Section: Introductionmentioning

confidence: 99%

Does the Differences in 6, 7, and 8-Year-Old Children’s Reading and Writing Success has to do With Diligence Rather than Intelligence

Briggs¹

2014

IJEEDU

View full text Add to dashboard Cite

Abstract:The study is a follow up to a study that was previously conducted by the authors (Briggs, Ololube, & Kpolovie, 2014) on "Managing Children Learning: Support Based Screening Procedure for Motor, Cognition and Language Communication in Early Childhood Education". Limited data are available that describe the relative impact of diligence and intelligence in children's reading and writing skills in sub-Saharan Africa. In today's world, young children look for attention and engage in positive or negative behavior to attain it. It is important that teachers recognize the diligence and intelligence worth of their students on a consistent basis, as research literature in education is devoting increasing attention to the role of children's effort in academic performance. This study posits two constructs: diligence and intelligence, which express or reflect individual children's efforts toward achieving reading and writing success. A Diligence and Intelligence Inventory was developed with assistance from experts to elicit data from 6, 7, and 8-year-old children's teachers on their pupils' achievements in reading and writing. Using Cronback analysis and construct validation procedures, the instrument was certified to have internal consistency. The results from 321 schoolchildren revealed a significant statistical difference between diligence and intelligence. The academic and practical implications of this study to educational practice include a greater need to complement the efforts of young children in their pursuit for balanced educational development.

show abstract

Matthew effects in children with learning disabilities: Development of reading, IQ, and psychosocial problems from grade 2 to grade 8

Cited by 86 publications

References 44 publications

The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect

The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect

Colorado longitudinal twin study of reading disability

Does the Differences in 6, 7, and 8-Year-Old Children’s Reading and Writing Success has to do With Diligence Rather than Intelligence

Contact Info

Product

Resources

About