Matthew effects in children with learning disabilities: Development of reading, IQ, and psychosocial problems from grade 2 to grade 8
By H. Scarborough, J. Parker. 2003
109 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/c2463fac9ec09999d5229499db350c847408fbb4
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Richard I. Parker
- Mack D. Burke
- Marissa J. Filderman
- Oi-man Kwok
- Amanda McClelland
- Peng Peng
- Lisa Didion
- Jessica R. Toste
In Education
- Marissa J. Filderman
- Shanna Hagan-Burke
- Richard I. Parker
- Oi-man Kwok
- Amanda McClelland
- Peng Peng
- Lisa Didion
- Jessica R. Toste
In Statistics and Probability
Citations in the corpus
- Predictive Validity of Early Literacy Indicators From the Middle of Kindergarten to Second Grade (2009, background): “This result supports the predictive validity of the DIBELS kindergarten measures but also emphasizes the developmental nature of reading acquisition (Cunningham & Stanovich, 1997; Ehri, 1998; Scarborough & Parker, 2003; Schatschneider et al., 2004; Shaywitz et al., 1999).”
- A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students (2020, background): “This is often referred to as Matthew effects (Scarborough & Parker, 2003; Stanovich, 1986, 1988), the notion that the achievement gap between poor and good readers widens over time.”