Are the reading “rich” getting richer? Testing for the presence of the “Matthew effect” using multilevel latent growth curve modeling

The Matthew effect, where good readers get increasingly better over time compared to relatively lower-ability readers, is an often cited phenomenon in reading research. However, researchers have not always found empirical evidence supporting a Matthew effect. We used hierarchical growth curve modeling to test for the presence of the Matthew effect using a longitudinal sample of 1,573 children in high-poverty, low-performing schools. Our results failed to support the presence of a Matthew effect, but instead we found a compensatory growth trajectory whereby reading achievement gaps closed over time. We discuss several possible explanations for the growth patterns.

Reading and Writing Quarterly, 30, 95-115