Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy

Stanovich, Keith E.

doi:10.1177/0022057409189001-204

Cited by 601 publications

(652 citation statements)

References 279 publications

(383 reference statements)

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“…However, empirical research has shown that rather than compensating for unsuitable learning prerequisites of some learners, hypermedia tends to increase the gap between good and poor students (cf. Matthew Effect, Stanovich 1986). Hypermedia seems to be especially suited to improve learning for students with higher prior knowledge, better self-regulatory skills, and more positive cognitive styles and attitudes towards learning, who are better able to make use of hypermedia's enhanced freedom (Dillon 1996;Gall and Hannafin 1994;McGrath 1992;Rouet 1990).…”

Section: The Moderating Role Of Learner Characteristicsmentioning

confidence: 99%

Learner Control in Hypermedia Environments

Scheiter

Gerjets²

2007

Educ Psychol Rev

277

214

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Contrary to system-controlled multimedia learning environments, hypermedia systems are characterized by a high level of interactivity. This interactivity is referred to as learner control in the respective literature. For several reasons this learner control is seen as a major advantage of hypermedia for learning and instruction. For instance, learner control might increase students' interest and motivation, facilitate adaptive instruction, or provide affordances for active and constructive information processing. In this paper we analyze the instructional potentials of learner-controlled hypermedia environments as well as possible reasons for the ambiguous results of studies that have aimed at determining the effectiveness of hypermedia learning. According to our analysis, the potential effectiveness of self-controlled learning with hypermedia might be difficult to demonstrate due to (1) usability problems (i.e., disorientation, distraction, cognitive overload), (2) moderating learner characteristics (i.e., prior knowledge, self-regulatory skills, cognitive styles, and attitudes towards learning), (3) a lack of conceptual foundations, and (4) methodological shortcomings of many hypermedia studies. The findings reviewed in this paper and the corresponding claim that hypermedia may be effective only if used in a sensible way are used to derive a couple of guidelines for further research on hypermedia learning. This paper on hypermedia learning is part of a special issue on interactive learning environments. Broadly speaking, interactive learning environments allow learners manipulating the presentation of information that they contain. In the literature on computer-based instruction, the term interactivity is most often used for describing the malleability of single

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Section: The Moderating Role Of Learner Characteristicsmentioning

confidence: 99%

Learner Control in Hypermedia Environments

Scheiter

Gerjets²

2007

Educ Psychol Rev

277

214

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“…Secondly, mothers engage more in the teaching of reading and in shared reading if they deem their children ready for more demanding reading-related activities, such as learning to read. By doing so, mothers foster the phenomenon known as the "Mathew effect" (Stanovich 1986), that is, the widening of individual differences in early reading skills. This phenomenon was shown to be typical among Finnish kindergarteners (Leppänen et al 2004).…”

Section: Mothers' Reading-related Activities and Children's Reading Smentioning

confidence: 99%

Mothers’ reading-related activities at home and learning to read during kindergarten

et al. 2010

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This longitudinal study investigates how the reading-related activities of mothers at home relate to the development of reading skills among their kindergarten children. A total of 1,529 children (5-to-6-year-olds) were tested on word reading twice, once at the beginning and once at the end of a kindergarten year. The mothers of the children (n= 1,529) answered a questionnaire on reading-related activities with their children at home (on shared reading, teaching letters, and the teaching of reading) and on their level of education, their child's birth order, and the gender of the child. The results show that of the three reading-related activities, mothers' teaching of reading is the best predictor of the development of reading skills among kindergarten children. The results also show that good reading skills at the beginning of the kindergarten year increase the maternal teaching of reading a child subsequently receives. The results further demonstrate that girls, firstborns, and children with more highly educated mothers are more likely to become good readers by the end of the kindergarten year.Synthèse Cette recherche approfondie examine comment les activités de lecture chez les femmes au foyer se répercutent sur le développement des compétences de lecture chez leurs enfants à la maternelle. Un total de 1.529 enfants (âgés de 5 à 6 ans) ont subi un test de lecture de mots à deux reprises, le premier en début de maternelle et le second à la fin. Les mères des enfants (n=1.529) ont répondu à un questionnaire sur les activités de lecture avec leurs enfants à la maison (sur la lecture partagée, l'enseignement des lettres et Eur J Psychol Educ (2010) 25:243-264

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“…This suggests that the educational and social gap between preterm and full-term children may increase as they get older. This trend has been referred to as the "Matthew Effect" (Stanovich 1986), whereby those children with assets make significant gains while those with difficulties get relatively worse.…”

Section: Conclusion Regarding Range Of Difficulties Experiencedmentioning

confidence: 99%

Educational Needs of School-Aged Children Born Very and Extremely Preterm: A Review

Hornby

Woodward

2009

Educ Psychol Rev

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Recent decades have witnessed dramatically improved survival rates for infants born prematurely, especially those born very and extremely preterm. Follow-up studies concerned with long-term neurodevelopmental outcomes for children born preterm indicate that these children are at high risk for a range of cognitive, learning, neuromotor, and behavioral difficulties. However, to date, most of the existing literature has tended to focus on the medical and developmental impact of preterm birth, with little consideration given to the educational implications. Addressing this research gap is important since cognitive and educational difficulties represent the most commonly occurring cluster of adverse outcomes affecting children born very or extremely preterm, with up to two thirds likely to require educational assistance during their school years. The goal of this review is to provide an overview of existing research findings relating to the educational needs of school-age preterm children. Methodological issues that need to be addressed in future outcome research relating to the developmental and educational needs of very preterm children are also highlighted. Finally, implications of existing findings for educational psychologists, counselors, teachers, and teacher educators are discussed in terms of the roles of society, education systems, schools, and teachers.

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Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy

Cited by 601 publications

References 279 publications

Learner Control in Hypermedia Environments

Learner Control in Hypermedia Environments

Mothers’ reading-related activities at home and learning to read during kindergarten

Educational Needs of School-Aged Children Born Very and Extremely Preterm: A Review

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