Are There any Matthew Effects in Literacy and Cognitive Development?

Kempe, Camilla; Eriksson-Gustavsson, Anna-Lena; Samuelsson, Stefan

doi:10.1080/00313831.2011.554699

Cited by 39 publications

(23 citation statements)

References 39 publications

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“…In this case, vocabulary was measured via both word reading and listening vocabulary. In a similar manner, Kempe, Eriksson-Gustavsson, and Samuelsson (2011) reported evidence of a Matthew effect on the growth of vocabulary in the 1st to third grades, as measured orally using the Wechsler Intelligence Scale for Children-Third Edition (Wechsler, 1991). In addition, Stothard, Snowling, Bishop, Chipchase, and Kaplan (1998) reported a decrease in scores on the British Vocabulary Scale (Dunn, Dunn, Whetton, & Pintilie, 1982) between ages 8 and 15 for children who had been classified as having persistent specific language impairment and general delay, but not for children whose language was within the expected range or for children whose early language concerns had resolved by age 5 years.…”

Section: The Existence Of a Matthew Effect For Vocabularymentioning

confidence: 85%

The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect

Duff

Tomblin

Catts

2015

J Speech Lang Hear Res

123

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Purpose: Individual differences in vocabulary development may affect academic or social opportunities. It has been proposed that individual differences in word reading could affect the rate of vocabulary growth, mediated by the amount of reading experience, a process referred to as a Matthew effect (Stanovich, 1986). Method: In the current study, assessments of written word-reading skills in the 4th grade and oral vocabulary knowledge collected in kindergarten and in the 4th, 8th, and 10th grades from a large epidemiologically based sample (n = 485) allowed a test of the relationship of early word-reading skills and the subsequent rate of vocabulary growth. Results: Consistent with the hypothesis, multilevel modeling revealed the rate of vocabulary growth after the 4th grade to be significantly related to 4th-grade word reading after controlling for kindergarten vocabulary level, that is, above average readers experienced a higher rate of vocabulary growth than did average readers. Conclusions: Vocabulary growth rate differences accumulated over time such that the effect on vocabulary size was large.

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Section: The Existence Of a Matthew Effect For Vocabularymentioning

confidence: 85%

The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect

Duff

Tomblin

Catts

2015

J Speech Lang Hear Res

123

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“…Cumulative patterns, i.e., increasing differences in performance and variance between students over time, have been described by a number of studies in reading and mathematics (e.g., Bast & Reitsma, 1997;Bodovski & Farkas, 2007;Kempe, Eriksson-Gustavsson, & Samuelsson, 2011;Leppänen, Niemi, Aunola, & Nurmi, 2004;Williamson, Appelbaum, & Epanchin, 1991). This effect, with biblical reference, is also called Matthew effect (Stanovich, 1986).…”

Section: Growth Trajectories Of Overall Math Performancementioning

confidence: 96%

Mathematics growth trajectories in first grade: Cumulative vs. compensatory patterns and the role of number sense

Salaschek

Zeuch

Souvignier

2014

Learning and Individual Differences

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“…Varasemates uurimustes on leitud, et laste tekstimõistmise probleemid on ajas võrdlemisi püsivad (Kim, Samson, Fitzgerald, & Hartry, 2009;Nation, Cocksey, Taylor, & Bishop, 2010) ning erinevused võimekamate ja vähem võimekamate laste vahel ajas pigem suurenevad, st võimekamate tule mused paranevad ja nõrgemate omad halvenevad veelgi (Cain & Oakhill, 2011;Kempe, ErikssonGustavsson, & Samuelsson, 2011). Samas on uurimusi, mis näitavad laste akadeemilise edukuse muutumist ajas.…”

Section: Muutused õPilaste Tekstimõistmisesunclassified

“…Põhjuseks võib pidada arengulisi muutusi tekstimõistmise komponentides ja verbaalses võimekuses. Akadeemiliste tulemuste ja võimete dünaami list hindamist on ka varem oluliseks peetud (Kempe et al, 2011;Kim et al, 2009;Mooij & Driessen, 2008;Männamaa & Kikas, 2010;Phillips et al, 2002), sest muutused ajas võivad olla mitmesuunalised ja probleemid selguda hiljem (Leach et al, 2003).…”

Section: Erinevused õPilaste Tekstimõistmise Profiilidesunclassified

Teaching practices and text comprehension in students during the transition from the first to second stage of school

Uibu¹,

Männamaa²

2014

EHA

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AnnotatsioonTekstimõistmine on seotud verbaalse võimekusega, info kodeerimise ja integreeri misega ning sõnatähenduse tundmisega. Õpetajad kasutavad erinevaid õpetamis tegevusi, et toetada õpilaste keelelist, sh tekstimõistmise arengut. Uurimuse ees märk oli välja selgitada õpetajate õpetamistegevuste (mehaanilise õpetamise, arusaamise arendamise, teadmiste rakendamise) mõju õpilaste tekstimõistmisele üleminekul esimesest kooliastmest teise astmesse. Töös hinnati klassiõpetajate (N = 48) õpetamistegevusi ja nende muutust 3. ja 4. klassis ning õpetamistege vuste seoseid õpilaste (N = 609) tekstimõistmise ja verbaalse võimekuse muutu sega 4. ja 5. klassis. Analüüsimisel kasutati nii rühma kui ka indiviidikeskseid meetodeid. Õpetamistegevuste eelistuste alusel eristusid õpetajate profiili rühmad ning tekstimõistmise komponentide ja verbaalse võimekuse alusel õpilaste rühmad. Selgus, et tekstimõistmise testi tulemused olid stabiilselt halvemad õpilastel, kes olid verbaalselt vähem võimekad ja kelle õpetajad eelistasid kõiki õpetamistegevusi vähe. Samas esines sarnaseid õpetamistegevuste kombinat sioone erinevates õpilaste profiilirühmades. Arendamaks õpilaste tekstimõistmis oskust, on oluline, et õpetajad arvestaksid õpilaste verbaalse võimekusega ja kasutaksid õpetamistegevusi kooskõlas laste keelelise arenguga.

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Are There any Matthew Effects in Literacy and Cognitive Development?

Cited by 39 publications

References 39 publications

The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect

The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect

Mathematics growth trajectories in first grade: Cumulative vs. compensatory patterns and the role of number sense

Teaching practices and text comprehension in students during the transition from the first to second stage of school

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