ERIC Number: EJ725380
Record Type: Journal
Publication Date: 2005-Jun-22
Reference Count: 26
A Longitudinal Study of Early Identification Markers for Children At-Risk for Reading Disabilities: The Matthew Effect and the Challenge of Over-Identification
McNamara, John K.; Scissons, Mary; Dahleu, Jody
Reading Improvement, v42 n2 p80 Sum 2005
This paper describes a study evolving out of a collaboration between university researchers, special educators, classroom teachers, speech pathologists, and division-level administrators who were responding to a call from provincial administrators concerned with meeting the needs of children with reading disabilities. The primary goal of the study was to design and evaluate the efficacy of a tool that could be used in kindergarten classrooms to identify children at-risk for reading difficulties. The results of the study demonstrated that we could indeed reliably identify a small group of children in kindergarten who held achievement profiles that place them in the lower ranks of readers in their class and that these children were likely to remain poor readers in grade one. Further, the results also suggest that the small group of children who were identified as requiring reading-based support in kindergarten were falling further behind their grade-level peers in grade one. This finding is consistent with what Stanovich (1986) refers to as the "Matthew Effect"--the rich are getting richer while the poor are getting poorer.
Descriptors: Longitudinal Studies, Reading Difficulties, High Risk Students, Kindergarten, Reading Achievement, Disability Identification, Screening Tests, Reading Skills, Test Construction, Foreign Countries, Reading Readiness
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Authoring Institution: N/A
Identifiers - Location: Canada