Does the Matthew effect have an impact on the reading skills of Turkish-speaking children?

Basit Öğe Kaydı
dc.authoridErgül, Cevriye/0000-0001-6793-6469
dc.authoridAYDIN, Burak/0000-0003-4462-1784
dc.authoridakoglu, gozde/0000-0002-3685-4310
dc.authoridAkçamuş, Meral Çilem Ökcün/0000-0003-3297-9711
dc.authoridBahap Kudret, Zeynep/0000-0001-5192-0892
dc.authoridKilic Tulu, Burcu/0000-0002-9623-8392
dc.authorscopusid6506864382
dc.authorscopusid57372000000
dc.authorscopusid57529602800
dc.authorscopusid55802091100
dc.authorscopusid56009664100
dc.authorscopusid57211458924
dc.authorwosidErgül, Cevriye/AAR-6079-2020
dc.authorwosidAYDIN, Burak/GRJ-9231-2022
dc.authorwosidakoglu, gozde/J-4188-2014
dc.authorwosidAYDIN, Burak/V-9661-2019
dc.authorwosidAkçamuş, Meral Çilem Ökcün/AAF-7068-2020
dc.contributor.authorErgul, Cevriye
dc.contributor.authorKilic-Tulu, Burcu
dc.contributor.authorAydin, Burak
dc.contributor.authorOkcun-Akcamus, Meral C.
dc.contributor.authorAkoglu, Gozde
dc.contributor.authorBahap-Kudret, Zeynep
dc.date.accessioned2023-01-12T19:59:14Z
dc.date.available2023-01-12T19:59:14Z
dc.date.issued2022
dc.departmentN/A/Departmenten_US
dc.description.abstractResearch 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.en_US
dc.identifier.doi10.1080/03004279.2022.2049336
dc.identifier.issn0300-4279
dc.identifier.issn1475-7575
dc.identifier.issn0300-4279en_US
dc.identifier.issn1475-7575en_US
dc.identifier.scopus2-s2.0-85126534976en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.urihttps://doi.org/10.1080/03004279.2022.2049336
dc.identifier.urihttps://hdl.handle.net/11454/77130
dc.identifier.wosWOS:000768053700001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofEducation 3-13en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectReadingen_US
dc.subjectpoor readersen_US
dc.subjectgood readersen_US
dc.subjectlatent class growth modelen_US
dc.subjectMatthew effecten_US
dc.subjectIndividual-Differencesen_US
dc.subjectComprehensionen_US
dc.subjectAchievementen_US
dc.subjectLiteracyen_US
dc.subjectReadersen_US
dc.subjectRisken_US
dc.subjectAcquisitionen_US
dc.subject1st-Gradeen_US
dc.subjectEnglishen_US
dc.subjectAgeen_US
dc.titleDoes the Matthew effect have an impact on the reading skills of Turkish-speaking children?en_US
dc.typeArticleen_US

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu