ERIC Number: EJ1109480
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
In Search of Matthew Effects in Reading
Protopapas, Athanassios; Parrila, Rauno; Simos, Panagiotis G.
Journal of Learning Disabilities, v49 n5 p499-514 Sep-Oct 2016
The concept of Matthew effects in reading development refers to a longitudinally widening gap between high achievers and low achievers. Various statistical approaches have been proposed to examine this idea. However, little attention has been paid to psychometric issues of scaling. Specifically, interval-level data are required to compare performance differences across performance ranges, but only ordinal-level data are available with current literacy measures. To demonstrate the interpretability problems of contrasting growth slopes, we use data from a longitudinal study of literacy development. We explore the possibility of comparing across ages, matched for performance, and we examine the consequences of nonlinear growth, temporal lag estimates, and individual differences in developmental progression. We conclude that, although conceptually appealing, the widening gap prediction is not empirically testable.
Descriptors: Reading Instruction, Reading Achievement, Achievement Gap, Longitudinal Studies, Regression (Statistics), Reading Skills, Differences, Comparative Analysis, Research Methodology, Foreign Countries, Elementary School Students, Reading Comprehension, Intelligence Tests, Verbal Ability, Vocabulary, Correlation, Spelling, Reading Fluency, Learning Disabilities, Reading Ability, Reading Difficulties, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Greece
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test
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