Does the Matthew Effect Have an Impact on the Reading Skills of Turkish-Speaking Children?

Autor/inn/en	Ergül, Cevriye; Kiliç-Tülü, Burcu; Aydin, Burak; Ökcün-Akçamus, Meral Ç.; Akoglu, Gözde; Bahap-Kudret, Zeynep
Titel	Does the Matthew Effect Have an Impact on the Reading Skills of Turkish-Speaking Children?
Quelle	In: Education 3-13, 51 (2023) 7, S.1103-1117 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ergül, Cevriye) ORCID (Kiliç-Tülü, Burcu) ORCID (Aydin, Burak) ORCID (Ökcün-Akçamus, Meral Ç.) ORCID (Akoglu, Gözde) ORCID (Bahap-Kudret, Zeynep)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2022.2049336
Schlagwörter	Reading Skills; Turkish; Grade 1; Grade 2; Elementary School Students; Reading Achievement; Achievement Gap; Student Attitudes; Beliefs; Foreign Countries; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Türkisch; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Leseleistung; Schülerverhalten; Belief; Glaube; Ausland
Abstract	Research has often emphasised that children who experience difficulties in learning to read get poorer in their performance, and the gap between good and poor readers increases over time which describes the well-accepted phenomenon called the Mathew Effect. However, some studies have shown that the Matthew Effect has not been confirmed. In this study, the reading growth curves of Turkish-speaking children and the existence of the Matthew Effect in their performances were examined. For this purpose, the reading skills of 482 children were measured twice a year in the first and second grades. A quadratic growth model successfully fit the data to explain overall reading performance across four-time points. Further, three latent classes, named as good, moderate, and poor readers, were identified on the basis of individual trajectories. Accordingly, the difference in performance between good readers and poor readers continued in all time points. Although the difference between classes continued to increase especially in the second and third time points, and supported the Matthew Effect, it showed a horizontal slope in the fourth time point. This slope shows that reading differences between classes may close in the future. The results were discussed on the basis of Turkish sample. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01