Rights statement: The final, definitive version of this article has been published in the Journal, Journal of Learning Disabilities, 44 (5), 2011, © SAGE Publications Ltd, 2011 by SAGE Publications Ltd at the Journal of Learning Disabilities page: http://ldx.sagepub.com/ on SAGE Journals Online: http://online.sagepub.com/
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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Matthew effects in young readers
T2 - reading comprehension and reading experience aid vocabulary development
AU - Cain, Kate
AU - Oakhill, Jane
N1 - The final, definitive version of this article has been published in the Journal, Journal of Learning Disabilities, 44 (5), 2011, © SAGE Publications Ltd, 2011 by SAGE Publications Ltd at the Journal of Learning Disabilities page: http://ldx.sagepub.com/ on SAGE Journals Online: http://online.sagepub.com/
PY - 2011/9
Y1 - 2011/9
N2 - The authors report data from a longitudinal study of the reading development of children who were assessed in the years of their 8th, 11th, 14th, and 16th birthdays. They examine the evidence for Matthew effects in reading and vocabulary between ages 8 and 11 in groups of children identified with good and poor reading comprehension at 8 years. They also investigate evidence for Matthew effects in reading and vocabulary between 8 and 16 years, in the larger sample. The poor comprehenders showed reduced growth in vocabulary compared to the good comprehenders, but not in word reading or reading comprehension ability. They also obtained lower scores on measures of out-of-school literacy. Analyses of the whole sample revealed that initial levels of reading experience and reading comprehension predicted vocabulary at ages 11, 14, and 16 after controlling for general ability and vocabulary skills when aged 8. The authors discuss these findings in relation to the influence of reading on vocabulary development.
AB - The authors report data from a longitudinal study of the reading development of children who were assessed in the years of their 8th, 11th, 14th, and 16th birthdays. They examine the evidence for Matthew effects in reading and vocabulary between ages 8 and 11 in groups of children identified with good and poor reading comprehension at 8 years. They also investigate evidence for Matthew effects in reading and vocabulary between 8 and 16 years, in the larger sample. The poor comprehenders showed reduced growth in vocabulary compared to the good comprehenders, but not in word reading or reading comprehension ability. They also obtained lower scores on measures of out-of-school literacy. Analyses of the whole sample revealed that initial levels of reading experience and reading comprehension predicted vocabulary at ages 11, 14, and 16 after controlling for general ability and vocabulary skills when aged 8. The authors discuss these findings in relation to the influence of reading on vocabulary development.
KW - reading comprehension
KW - vocabulary
KW - reading habits
KW - Matthew effects
KW - INDIVIDUAL-DIFFERENCES
KW - PRINT EXPOSURE
KW - WORD MEANINGS
KW - CHILDREN
KW - CONTEXT
KW - GROWTH
KW - ACQUISITION
KW - KNOWLEDGE
KW - LITERACY
KW - ABILITY
UR - http://www.scopus.com/inward/record.url?scp=80052212719&partnerID=8YFLogxK
U2 - 10.1177/0022219411410042
DO - 10.1177/0022219411410042
M3 - Journal article
C2 - 21772058
AN - SCOPUS:80052212719
VL - 44
SP - 431
EP - 443
JO - Journal of Learning Disabilities
JF - Journal of Learning Disabilities
SN - 0022-2194
IS - 5
ER -