Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy
Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy
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DOI：
10.1177/0022057409189001-204
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发表时间：
2009-01
影响因子：
1.3
通讯作者：
K. Stanovich
中科院分区：
文献类型：
--
作者：
K. Stanovich
本文综合大量的研究文献，提出了一个概念化阅读能力个体差异发展的框架。该框架特别强调阅读对认知发展的影响和涉及阅读的“自助”关系。关键的重要性是相互关系的概念的情况下，阅读能力和认知过程的效率之间的因果关系是双向的和有机体-环境相关性的事实，即差异化的有机体暴露于非随机分布的环境质量。本文提出了一些假设来解释这些机制是如何运作的，从而创造出富有者更富有和贫穷者更贫穷的阅读成就模式。该框架是用来解释一些持续存在的问题，在阅读障碍的文献和概念化的补救努力，阅读。
A framework for conceptualizing the development of individual differences in reading ability is presented that synthesizes a great deal of the research literature. The framework places special emphasis on the effects of reading on cognitive development and on “bootstrapping” relationships involving reading. Of key importance are the concepts of reciprocal relationships—situations where the causal connection between reading ability and the efficiency of a cognitive process is bidirectional-and organism-environment correlation—the fact that differentially advantaged organisms are exposed to nonrandom distributions of environmental quality. Hypotheses are advanced to explain how these mechanisms operate to create rich-get-richer and poor-get-poorer patterns of reading achievement. The framework is used to explicate some persisting problems in the literature on reading disability and to conceptualize remediation efforts in reading.