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Stanovich, Keith E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 22, 360-407.
The Matthew Effects are not only about the progressive decline of slow starters, but also about the widening gap between slow starters and fast starters. In reading, the rich get richer and the poor get poorer. This report presents a framework for conceptualizing development of individual differences in reading ability that emphasizes the effects of reading on cognitive development and on "bootstrapping" relationships involving reading. It uses the framework to explain some persisting problems in the literature on reading disability and to conceptualize remediation efforts in reading.
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Adams, M. J. (1990). Beginning To Read: Thinking and Learning about Print. Cambridge, MA : MIT Press.
Table des matières sur Amazon.com.
Résumé de Steven Stahl :
Prepared for teachers, school administrators, parents, and other members of the interested public, this summary of Marilyn Jager Adams'"Beginning to Read: Thinking and Learning about Print" selects from the complex and extensive body of research in the book to present a more direct but much less detailed account of useful, research-based information on beginning reading. Both the book and the summary review, evaluate, and integrate information from the fields of cognitive psychology, developmental psychology, educational psychology, education, linguistics, computer science, and anthropology. Chapters in the summary include: (1) "Words and Meanings: From an Age-Old Problem to a Contemporary Crisis"; (2) Research about Readers: Two Perspectives"; (3) "Preparing Young Children to Read"; (4) "Moving into Reading"; and (5) "Words and Meaning: Toward a Resolution." Nineteen pages of references and notes are attached. (RS)
http://files.eric.ed.gov/fulltext/ED315740.pdf
A critique by literacy professionals and a response by Marilyn Jager Adams, 1991 :
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Stanovich, Keith E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 22, 360-407.
The Matthew Effects are not only about the progressive decline of slow starters, but also about the widening gap between slow starters and fast starters. In reading, the rich get richer and the poor get poorer. This report presents a framework for conceptualizing development of individual differences in reading ability that emphasizes the effects of reading on cognitive development and on "bootstrapping" relationships involving reading. It uses the framework to explain some persisting problems in the literature on reading disability and to conceptualize remediation efforts in reading.
Télécharger « Stanovich_1986_Matthew effects in reading.pdf »
Anne E. Cunningham et Keith E. Stanovich, What Reading Does for the Mind, Journal of Direct Instruction, 2001.
Télécharger « Cunningham, Stanovich-What Reading Does for the Mind.pdf »
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Théorie et pratique
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Phi, Spinoza1670, Zaubette
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