Analyzing the development of individual differences in terms of Matthew effects in reading: results from a Dutch Longitudinal study.

The Matthew effect hypothesis provides a theoretical framework to describe the development of individual differences in reading ability. The model predicts an increase of individual differences in reading. Reciprocal relationships between reading and other factors seem to cause these increasing differences. This longitudinal study of 3 years was concerned with uncovering the existence and causes of increasing individual differences in reading in the early elementary grades. Data were analyzed within a structural equation modeling framework. The results clearly indicate increasing individual differences for word recognition skills. For reading comprehension, no such effects could be established for this limited time period. More important, some evidence for interactive relationships between reading and other cognitive skills, behaviors, and motivational factors, hypothesized to cause increasing differences between readers, was found.

[1]  H. Walberg,et al.  Matthew Effects in Education , 1983 .

[2]  K. Stanovich,et al.  Exposure to print and orthographic processing. , 1989 .

[3]  T. Reilly,et al.  Equality in constraints and metric‐setting measurement models , 1995 .

[4]  James C. Anderson,et al.  STRUCTURAL EQUATION MODELING IN PRACTICE: A REVIEW AND RECOMMENDED TWO-STEP APPROACH , 1988 .

[5]  Keith E. Stanovich,et al.  Predicting growth in reading ability from children's exposure to print☆ , 1992 .

[6]  Margaret G. McKeown,et al.  Conditions of Vocabulary Acquisition , 1991 .

[7]  P. Bentler,et al.  Significance Tests and Goodness of Fit in the Analysis of Covariance Structures , 1980 .

[8]  R. Snow.  Aptitude, instruction, and individual development , 1989 .

[9]  W. P. Dixon,et al.  BMPD statistical software manual , 1988 .

[10]  J. Whyte.  Longitudinal correlates and outcomes of initial reading progress for a sample of Belfast boys , 1993 .

[11]  Herbert W. Marsh,et al.  Seven-year longitudinal study of the early prediction of reading achievement. , 1985 .

[12]  Karl G. Jöreskog,et al.  Statistical estimation of structural models in longitudinal-developmental investigations , 1979 .

[13]  H. D. Hoover.  The Most Appropriate Scores for Measuring Educational Development in the Elementary Schools: GE's , 1984 .

[14]  Bengt Muthén,et al.  Testing for the Equivalence of Factor Covariance and Mean Structures : The Issue of Partial Measurement In variance , 1989 .

[15]  Keith E. Stanovich,et al.  Children's literacy environments and early word recognition subskills , 1993 .

[16]  K. Stanovich,et al.  Assessing Print Exposure and Orthographic Processing Skill in Children: A Quick Measure of Reading Experience. , 1990 .

[17]  C. Juel.  Learning to read and write in one elementary school , 1993 .

[18]  W. Cunningham.  Issues in factorial invariance. , 1991 .

[19]  P. Reitsma,et al.  Please Scroll down for Article Multivariate Behavioral Research Mathew Effects in Reading: a Comparison of Latent Growth Curve Models and Simplex Models with Structured Means , 2022 .

[20]  Donald Shankweiler,et al.  Phonological processes in literacy : a tribute to Isabelle Y. Liberman , 1991 .

[21]  Richard K. Wagner,et al.  Causal relations between the development of phonological processing abilities and the acquisition of reading skills: A meta-analysis. , 1988 .

[22]  T. Nicholson,et al.  Matthew effects in learning new words while listening to stories. , 1992 .

[23]  Philip B. Gough,et al.  Decoding, Reading, and Reading Disability , 1986 .

[24]  J. S. Long,et al.  Testing Structural Equation Models , 1993 .

[25]  Kenneth J. Rowe,et al.  THE INFLUENCE OF READING ACTIVITY AT HOME ON STUDENTS' ATTITUDES TOWARDS READING, CLASSROOM ATTENTIVENESS AND READING ACHIEVEMENT: AN APPLICATION OF STRUCTURAL EQUATION MODELLING , 1991 .

[26]  Karl G. Jöreskog,et al.  Lisrel 8: User's Reference Guide , 1997 .

[27]  Michael Rutter,et al.  School Effects on Pupil Progress: Research Findings and Policy Implications. , 1983 .

[28]  Richard C. Anderson,et al.  Incidental learning of word meanings while reading: a Chinese and American cross-cultural study , 1994 .

[29]  Peter C. M. Molenaar,et al.  Two Aspects of the Simplex Model: Goodness of Fit to Linear Growth Curve Structures and the Analysis of Mean Trends , 1994 .

[30]  D. Francis,et al.  A Matthew effect for IQ but not for reading : results from a longitudinal study , 1995 .

[31]  Barbara J. Fox,et al.  Phonological awareness in reading: The evolution of current perspectives. , 1991 .

[32]  E. Labouvie,et al.  Identity versus equivalence of psychological measures and constructs. , 1980 .

[33]  U. Goswami,et al.  Phonological Skills and Learning to Read , 1993, Annals of the New York Academy of Sciences.

[34]  R. P. Carver.  Percentage of Unknown Vocabulary Words in Text as a Function of the Relative Difficulty of the text: Implications for Instruction , 1994 .

[35]  K. Fischer,et al.  Analyzing Diversity in Developmental Pathways: Methods and Concepts , 1993 .

[36]  Clare Burstall.  The Matthew Effect in the Classroom. , 1978 .

[37]  M. Appelbaum,et al.  Estimating Individual Developmental Functions: Methods and Their Assumptions , 1991 .

[38]  J. B. Wyman,et al.  What is reading ability , 1921 .

[39]  Joseph K. Torgesen,et al.  Development of Reading-Related Phonological Processing Abilities: New Evidence of Bidirectional Causality from a Latent Variable Longitudinal Study. , 1994 .

[40]  C. Juel.  Learning to read and write: A longitudinal study of 54 children from first through fourth grades. , 1988 .

[41]  W. Schneider,et al.  The impact of early metalinguistic competencies and memory capacity on reading and spelling in elementary school: Results of the Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC) , 1993 .

[42]  R. Wagner,et al.  The nature of phonological processing and its causal role in the acquisition of reading skills. , 1987 .

[43]  K. Stanovich.  Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. , 1986 .

[44]  M. Browne,et al.  Alternative Ways of Assessing Model Fit , 1992 .

[45]  Robert L. Linn,et al.  A Simplex Model for Analyzing Academic Growth , 1977 .

[46]  Charles A. Perfetti,et al.  Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. , 1987 .

[47]  Anne E. Fowler,et al.  How early phonological development might set the stage for phoneme awareness. , 1991 .

[48]  J. Mcardle,et al.  Patterns of Change within Latent Variable Structural Equation Models , 1990 .

[49]  Alexander von Eye,et al.  Time series and categorical longitudinal data , 1990 .

[50]  Richard C. Anderson,et al.  Growth in Reading and How Children Spend Their Time Outside of School , 1986 .

[51]  D. A. Kenny,et al.  On the measurement of stability in over-time data. , 1989, Journal of personality.

[52]  John B. Willett,et al.  Understanding correlates of change by modeling individual differences in growth , 1985 .

[53]  P. Bertelson,et al.  Does awareness of speech as a sequence of phones arise spontaneously? , 1979, Cognition.

[54]  L. Delbeke.  Quasi-experimentation - design and analysis issues for field settings - cook,td, campbell,dt , 1980 .

[55]  Karl G. Jöreskog.  ESTIMATION AND TESTING OF SIMPLEX MODELS , 1970 .

[56]  John R. Nesselroade,et al.  Longitudinal Research in the Study of Behavior and Development , 1979 .

[57]  T. Cook,et al.  Quasi-experimentation: Design & analysis issues for field settings , 1979 .

[58]  P. David Pearson.  Handbook of reading research. , 1990 .

[59]  Paul van Geert,et al.  A dynamic systems model of cognitive and language growth. , 1991 .

[60]  Theo Boland.  The importance of being literate: Reading development in primary school and its consequences for the school career in secondary education , 1993 .

[61]  H. Wimmer,et al.  The influence of orthographic consistency on reading development: word recognition in English and German children , 1994, Cognition.

[62]  R. Case,et al.  The new structuralism in cognitive development: Theory and research on individual pathways , 1993 .

[63]  H. Goldstein,et al.  Multilevel Models in Educational and Social Research. , 1989 .

[64]  Gary L. Williamson,et al.  Longitudinal Analyses of Academic Achievement , 1991 .

[65]  John J. McArdle,et al.  Perspectives on Mathematical/Statistical Model Building (MASMOB) in research on aging. , 1980 .

[66]  Carsten Elbro,et al.  Early linguistic abilities and reading development: A review and a hypothesis , 1996 .

[67]  Alfred Schabmann,et al.  Do German-speaking children have a chance to overcome reading and spelling difficulties? A longitudinal survey from the second until the eighth grade , 1993 .

[68]  B. Byrne,et al.  Testing for the equivalence of factor covariance and mean structures: The issue of partial measurement invariance. , 1989 .