ERIC Number: EJ937708
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 64
Matthew Effects in Reading Comprehension: Myth or Reality?
Protopapas, Athanassios; Sideridis, Georgios D.; Mouzaki, Angeliki; Simos, Panagiotis G.
Journal of Learning Disabilities, v44 n5 p402-420 Sep-Oct 2011
The presence of Matthew effects was tested in students of varying reading, spelling, and vocabulary skills. A cross-sequential design was implemented, following 587 Grade 2 through 4 students across five measurement points (waves) over 2 years. Students were administered standardized assessments of reading, spelling, and vocabulary. Results indicated that the hypothesized fan-spread pattern for Matthew effects was not evident. Low and high ability groups were formed based on 25th and 75th percentile cutoffs on initial measures of spelling, reading accuracy and fluency, vocabulary, and reading comprehension. Multilevel modeling suggested that low and high ability groups had significantly different starting points (intercepts) and their pattern of growth on passage comprehension did not indicate that the gap would increase over time. Instead, some analyses, especially of the youngest cohorts, showed significant convergence. However, there was no evidence of eventually closing the gap. Thus, although the poor students may not be getting poorer, they do not get sufficiently richer either. (Contains 3 tables and 5 figures.)
Descriptors: Reading Comprehension, Spelling, Academic Achievement, Grade 2, Vocabulary Skills, Reading Skills, Elementary School Students, Grade 3, Grade 4, Longitudinal Studies, Standardized Tests, Reading Fluency, Academic Ability, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Grade 3; Grade 4
Authoring Institution: N/A
Identifiers - Location: Greece