Individual Differences in Reading Development
A Review of 25 Years of Empirical Research on Matthew Effects in Reading
Bibliographic Data
| ID | 23328474 |
|---|---|
| Authors | Maximilian Pfost (0000-0002-7066-0456, University of Bamberg), John Hattie (0000-0003-3873-4854, The University of Melbourne), Tobias Dörfler (Heidelberg University of Education), Cordula Artelt (0000-0001-7790-2502, University of Bamberg) |
| Year | 2014 |
| Volume | 84 |
| Issue | 2 |
| Pages | 203-244 |
| Publication date | 2014-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Review of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0034-6543 • E-ISSN: 1935-1046 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0034654313509492 |
| OpenAlex | W2122761354 |
| Language | EN |
| Citations received | 58 |
| References cited | 90 |
The idea of Matthew effects in reading—the widening achievement gap between good and poor readers—has attracted considerable attention in education research in the past 25 years. Despite the popularity of the topic, however, empirical studies that have analyzed the core assumption of Matthew effects in reading have produced inconsistent results. This review summarizes the empirical findings on the development of early interindividual differences in reading. We did not find strong support for the general validity of a pattern of widening achievement differences or for a pattern of decreasing achievement differences in reading. The inclusion of moderating variables, however, allowed a clearer picture to be painted. Matthew effects were more likely to occur for measures of decoding efficiency, vocabulary, and composite reading scores when the achievement tests were not affected by deficits in measurement precision. Furthermore, moderators such as the applied analytic method or the orthographic consistency of the language were of less importance for the emergence of Matthew effects in reading. An additional meta-analysis of studies reporting correlations between a baseline level and a growth parameter yielded a small, negative mean correlation (r = −.214), which again was moderated by properties of the measures. Possible explanations for the reported findings are discussed.
Cognitive psychology · Consistency (knowledge bases) · Developmental psychology · Empirical research · Linguistics · Popularity · Reading (process) · Statistics · Vocabulary · Cognitive and developmental aspects of mathematical skills · Parental Involvement in Education · Psychology · Reading and Literacy Development · Social Psychology
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From Play To Progress
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Uso de redes sociales y prácticas de chat
Applied Longitudinal Data Analysis
Predictors of word decoding and reading fluency across languages varying in orthographic consistency.
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Acquisition of literacy
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Mathew Effects in Reading
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Matthew Effects in Reading
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Matthew Effects in Education
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The comprehensive language approach to early literacy
Summer Setback
Effects of orthographic transparency on reading and phoneme awareness in children learning to read in Wales
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To read or not to read
| Unique citing works | 58 |
|---|---|
| Citations per year | 5,8 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 57 |