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

By K. Stanovich. 2009

5,871 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/8b8841a79b3bd90dadd5ee04df8cf7cb63249eba

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Citations in the corpus

Open Up the Ceiling on the Common Core State Standards: Preparing Students for 21st‐Century Literacy—Now (2012, background): “Online and other digital environments may allow struggling readers to break free from the Matthew effect (Stanovich, 1986) and begin to close the achievement gap (Edyburn, 2007).”
Mathematics Growth in Early Elementary School: The Roles of Beginning Knowledge, Student Engagement, and Instruction (2007, methodology): “lowest performers has been associated by Stanovich (1986) with so-called Matthew ef-”
Coh-Metrix (2011, background): “Vocabulary knowledge has a substantial impact on reading time and comprehension (Perfetti, 2007; Rayner et al., 2001; Stanovich, 1986).”
Handwriting: what do we know and what do we need to know? (2007, background): “This creates what Stanovich (1986) has called, in reading, the ‘Matthew effect’ whereby those who are more able (usually girls, given the above evidence in handwriting) achieve more successful practice and, in the case of orthographicmotor integration, have more attention available for composing…”
Children’s reading difficulties, language, and reflections on the simple view of reading (2019, background): “The implication of this for children with reading difficulties is neatly captured by Stanovich’s (1986) description of the Matthew effect—the”
Writing Characteristics of Students With Learning Disabilities and Typically Achieving Peers (2017, background): “Due to the Matthew Effect (Stanovich, 1986), where stronger students make greater academic gains over time than students who experience challenges academically, we anticipated that the writing challenges faced by students with LD would be more pronounced at the secondary level than at elementary gra”
Temporal processing and reading disability (2002, background): “The ‘modularity’ of this temporal deficit coheres with the assumption of specificity that underlies the concept of a specific reading disability (see Stanovich 1986 ), and also avoids problems of regression to the mean rampant when extensive sample ‘pruning’ takes place (Jackson & Butterfield 1989)”
Using Systematic Instruction to Teach Decoding Skills to Middle School Students with Moderate Intellectual Disabilities (2006, neutral): “Stanovich (1986) borrowed the biblical concept, “Matthew effects,” that describes a rich-get-richer and poor-get-poorer phenomenon when applied to reading.”
Are specific language impairment and dyslexia distinct disorders? (2005, background): “As noted above, childrenwith dyslexia read less often and thus are not as able to take advantage of the language learning opportunities that accompany reading experience (Stanovich, 1986).”
Cumulative Advantage as a Mechanism for Inequality: A Review of Theoretical and Empirical Developments (2006, background): “For example, Stanovich (1986) and others (e.g. Bast and Reitsma 1998) have argued that reading competency involves multiple skills such as phonological processing abilities, word recognition skills, vocabulary, and comprehension ability.”