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ERIC Number: EJ1026770
Record Type: Journal
Publication Date: 2014
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1057-3569
Are the Reading Rich Getting Richer? Testing for the Presence of the Matthew Effect
Huang, Francis L.; Moon, Tonya R.; Boren, Rachel
Reading & Writing Quarterly, v30 n2 p95-115 2014
The Matthew effect, where good readers get increasingly better over time compared to relatively lower-ability readers, is an often cited phenomenon in reading research. However, researchers have not always found empirical evidence supporting a Matthew effect. We used hierarchical growth curve modeling to test for the presence of the Matthew effect using a longitudinal sample of 1,573 children in high-poverty, low-performing schools. Our results failed to support the presence of a Matthew effect, but instead we found a compensatory growth trajectory whereby reading achievement gaps closed over time. We discuss several possible explanations for the growth patterns.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Grade 1; Grade 2; Early Childhood Education; Primary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Stanford Achievement Tests; Stanford Early School Achievement Test
Grant or Contract Numbers: N/A