The Matthew Effect in Reading – Important Things to Know

What is the Matthew Effect in reading, and how can teachers apply this reading research to the classroom? The Matthew Effect is a concept that references a Bible verse that basically says the rich get richer and the poor get poorer. Matthew 25:29

The Matthew effect in reading, a term coined by psychologist Keith Stanovich, refers to the widening gap between good readers and poor readers over time. This phenomenon highlights that fast starters in reading often continue to excel, enhancing their reading ability and cognitive development at an accelerated pace.

Conversely, slow starters, including those with reading disabilities, struggle with persisting problems in literacy, leading to cumulative disadvantages. The bootstrapping relationships involving reading suggest that early literacy experiences are critical, where good readers use their proficiency to bootstrap further knowledge and reading opportunities. This, in turn, creates a self-reinforcing cycle that can either benefit or hinder a child’s academic trajectory. As such, conceptualizing remediation for slow starters is vital, and targeted remediation efforts are necessary to bridge this gap and support those who may not naturally excel in reading.

The Matthew Effect was originally an economic concept that is also applied to education and other fields. I first saw it 20 years ago when I started teaching, but have been reminded of it recently as I look at the learners in my classroom who just need more time and attention. By time, I don’t mean a longer time (like a period of months), I mean time throughout the day (like RtI or intervention).

What Is the Matthew Effect in Early Reading Education?

Keith Stanovich is a lead researcher about the Matthew Effect in Reading. Stanovich describes a phenomenon in how new readers acquire the skills to read: early success in acquiring reading skills usually leads to later success in reading as the learner grows. On the opposite side, failing to learn to read before the third or fourth year of schooling may be indicative of lifelong problems in learning new skills. Children who fall behind in reading read less and thus acquire less information and fewer new skills, widening the gap between them and their peers.

Here is a great article outlining the Matthew Effect and its application to education. Read to the end of the article for suggestions that teachers can avoid the Matthew Effect in the classroom.

Video by Stanovich about the Matthew Effect in Early Reading

This video by Stanovich also explains the research behind the Matthew Effect.

Why Should Teachers Know About the Matthew Effect?

For students who have difficulty reading, early, consistent, and intensive reading intervention is key to their success. If students get targeted intervention in the early years they can learn to read and narrow the achievement gap.

What teachers do in their early elementary classrooms has a profound effect on the achievement of students. The Matthew effect in teaching reading has the ability to help teachers better understand how their students learn and access information.

Teachers should also know about the Matthew Effect so they can provide additional opportunities for struggling readers to succeed. By creating a classroom environment that is conducive to learning and providing appropriate material and interventions, teachers can work together with struggling students to foster a better understanding and comprehension of texts. Additionally, by taking into account a student’s current level of understanding and tailoring instruction accordingly, teachers can ensure that all students have an opportunity to progress in their reading skills.

Understanding the Matthew Effect in teaching reading helps educators create a level playing field for all learners so that each student has the opportunity to reach their full potential. By being aware of what resources are available to them and leveraging those resources appropriately, teachers can create an academic environment where every student is supported and challenged at their own level.

How Can Teachers Influence the Matthew Effect in Early Reading?

There are several ways teachers can influence the Matthew Effect in early reading, including direct instruction in phonics, phonemic awareness, and other reading intervention strategies. Along with these specific reading strategies, teachers can work with parents, encourage word exposure through read-aloud and rhymes, and garner community resources to surround students in a language-rich academic environment at school and home.