ERIC Number: EJ1079448
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 102
The Parable of the Sower and the Long-Term Effects of Early Reading
Suggate, Sebastian P.
European Early Childhood Education Research Journal, v23 n4 p524-544 2015
Previous work on the long-term effects of early reading focuses on whether children can read early (i.e. capability) not on whether this is beneficial (i.e. optimality). The Luke Effect is introduced to predict long-term reading development as a function of when children learn to read. A review of correlational, intervention, and comparative research suggests that early reading shows only short-term effects for reading skills that later wash out. Based on different developmental trajectories of language and word recognition skills (WRS), it is hypothesised that: (1) children who learn to read later acquire WRS more readily; and (2) acquiring WRS earlier does not improve language development. Thus, reading instruction falling "on good soil [produces] a hundred times as much grain" (Luke, 8:8), but early reading skills do not improve the "soil," simply "withering" until children's language is more developed.
Descriptors: Early Reading, Reading Skills, Prediction, Child Development, Developmental Stages, Language Acquisition, Word Recognition, Hypothesis Testing, Biblical Literature, Reading Comprehension, Intervention, Literature Reviews, Young Children, Skill Development, Age Differences, Comparative Analysis
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Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: N/A
Authoring Institution: N/A