The DOI matches its Crossref record; 42 of the 43 references it cites were found in a registry or an index.
Matthew Effects in Young Readers: Reading Comprehension and Reading Experience Aid Vocabulary Development
Open accessAbstract
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.
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“as well the Information and Vocabulary subtests (Daley & Nagle, 1996) because of the relationship between intelligence and reading development known as the 'Matthew effect' (Cain & Oakhill, 2011; Stanovich, 1986).”
From WISC-III Cognitive Profiles in Children with ADHD: Specific Cognitive Impairments and Diagnostic Utility (2019) · cites this paper as Cain & Oakhill, 2011
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“It is noteworthy that narrative fi ction reading experience is also associated with later verbal ability (Cain & Oakhill, 2011; Sullivan & Brown, 2015; van der Kleij et al., 2022a), where children who read more books or novels perform better on tasks measuring children ' s verbal ability.”
From Longitudinal development of theory of mind in adolescence and its associations with fiction reading experience. (2025) · cites this paper as Cain & Oakhill, 2011
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Cites
Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007) · Behavior Research Methods · doi:10.3758/bf03193146 · Cited by 65,971
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Stanovich, K. E. (1986) · Reading Research Quarterly · doi:10.1598/rrq.21.4.1 · Cited by 5,222
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Juel, C. (1988) · Journal of Educational Psychology · doi:10.1037/0022-0663.80.4.437 · Cited by 1,925
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Research works printed but not linked: 8
- 10.1037/0012-1649.34.6.1373 · DOI
- 10.1037/0012-1649.33.6.934 · DOI
- Cunningham A. E., 1998, American Educator, 22, 8
- Dunn L. M., 1992, British Picture Vocabulary Scale
- Educational Assessment Unit, 1999, Edinburgh Reading Test
- MacGinitie W. H., 2000, Gates–MacGinitie Reading Tests
- Neale M. D., 1989, The Neale Analysis of Reading Ability–Revised (NARA-II)
- Perfetti C. A., 1985, Reading ability
Cited by
Sorted by citations
Items 301–302 of 302
Trajectories of Reading Fluency in Students with Reading Difficulties: A Systematic Review
Gomes, V., Lopes, J. A. L., & Oliveira, C. R. (2026) · Education Sciences · doi:10.3390/educsci16101682
Contextual Cues To Word Learning: Mapping Meaning To Form At Two Developmental Milestones
Hodges, L. E. (2022) · Digital Archive @ GSU · doi:10.57709/7030638
Metadata
- Authors
- Cain, K., & Oakhill, J.
- Affiliations
- Lancaster University (GB)
- University of Sussex (GB)
- Corresponding author
- Cain, Kate
- Venue
- Journal of Learning Disabilities
- Publisher
- SAGE Publications
- Published
- 2011-07-19
- Volume
- 44
- Issue
- 5
- Pages
- 431-443
- ISSN
- 0022-2194 (ISSN-L)
- 1538-4780
- OpenAlex
- W2154775139
- Cited by
- 300
- References
- 43
- Citations by year
- 2026: 13 · 2025: 14 · 2024: 14 · 2023: 18 · 2022: 26 · 2021: 30 · 2020: 28 · 2019: 51 · 2018: 23 · 2017: 17 · 2016: 15 · 2015: 13 · 2014: 17 · 2013: 13 · 2012: 6
- FWCI
- 24.95
- Type
- journal article
- Language
- en
- Open access
- green
- eprints.lancs.ac.uk
- Locations
- Journal of Learning Disabilities (publishedVersion)
- PubMed (publishedVersion)
- Lancaster EPrints (Lancaster University) (submittedVersion)
- Figshare (submittedVersion)
- Funders
- Economic and Social Research Council
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- Matthew effect, reading comprehension, vocabulary development, reading development, children, longitudinal study, out-of-school literacy, reading experience, reading comprehension difficulties, word reading
- MeSH terms
- Adolescent, Child, Dyslexia, Educational Measurement, Humans, Longitudinal Studies, Models, Psychological, Reading, Vocabulary, Comprehension
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