In sociology, the saying "the rich get richer and the poor get poorer" refers to societal disparity.
Keith Stanovich, a reading researcher, proved in 1986 that the Matthew effect poses a risk in reading education by causing good readers to improve while struggling readers fall farther behind.
Twelve years later, he wrote an article with Anne Cunningham outlining the several benefits of reading. Extensive research confirms that regular reading significantly improves cognitive abilities and overall intelligence.
How Reading Creates Upward and Downward Spirals: The Matthew Effect
As previously said, individuals who read frequently improve their reading skills, while those who can read well read more. Individuals who struggle with letter and sound recognition may suffer poor reading experiences, leading to decreased fluency and falling further behind.
Keith Stanovich’s research introduced the Matthew effect, illustrating how reading proficiency leads to upward learning spirals, while struggling readers risk falling into downward spirals.
But reading a lot leads to more than just improved reading skills. Stanovich and Cunningham conducted extensive study on the relationship between reading volume and learning performance.
The Title Recognition Test (also known as the title recognition list) assesses an individual's reading habits. This collection of existing and imaginary book titles avoids socially desirable responses to the inquiry 'how much do you read'.
The article summarises findings on the cognitive impact of frequent reading.
Key Insights: How Reading Improves Cognitive Abilities and Knowledge
First and foremost, extensive reading expands the vocabulary. The top readers read two million words every year, while the weakest read only 8,000.
Children's books have a broader vocabulary and use more low-frequency words than adult talks or TV shows.
Now you might be wondering why you need that book language in real life. Book language is essential for understanding our surroundings and extremely crucial for learning.
Frequent reading expands global knowledge, enhances comprehension, and improves overall academic performance. Understanding texts is essential. After two years, pupils who read more in year 3 have improved their text comprehension.
Stanovich and Cunningham observed a correlation between reading volume and knowledge exam scores among university students.
Heavy readers outperform on both traditional knowledge exams (e.g., SAT) and practical knowledge tests (e.g., automobile carburettor function and vitamin content of citrus fruits).
Regular reading may help prevent fake news and misconceptions. Stanovich and Cunningham asked American students to estimate the proportion of Jews and Muslims worldwide. Nearly 70% incorrectly believed that there were much more Jews than Muslims because they saw far more Jews in the United States.
What was remarkable was that students who watched a lot of (entertainment) TV were more likely to be inaccurate, whereas students who read a lot were more accurate in their assessments.
Reading improves intelligence across various topics, including the Second World War, languages, and government budgeting. That extends throughout life.
Stanovich and Cunningham also discovered that seniors who read frequently have a greater vocabulary and more broad knowledge than their colleagues who read less.
Both reading researchers studied 56 pupils ranging in age from year 1 to 11. The study found that a six-year-old's degree of word identification, decoding skills, and text comprehension predicts their reading volume as they get older. IQ does not seem to significantly predict this.
Regular and proficient reading is essential for a successful academic career. With a good start, students can ‘read their way up'. According to Stanovich and Cunningham, reading benefits everyone, regardless of intelligence.
Practical Implications for Teachers: Fostering Reading Skills in Schools
Stanovich and Cunningham's research highlights the importance of a strong foundation in reading education. That may be a common message, but it cannot be overstated.
In practical terms, this implies that as a school, you must keep a close eye on the reading development of your pupils. So, intervene early with pupils who, for example, fall behind in sound and letter recognition or continue to struggle with reading fluency.
Make pupils’ success the guiding premise for everything that happens in the classroom. This is the only way to prevent the Matthew effect. Every pupil may learn to read with the time, support, and trust of their teachers.
Furthermore, it is the less successful pupils who require the most favourable reading experiences. By fostering a love for reading, schools can equip students with essential tools for academic success and lifelong learning.
Because, as Stanovich and Cunningham remind us, reading increases pupils’ intelligence.
Can Reading Fiction Improve Empathy and Social Awareness?
When you read fiction, you see events and feelings through the eyes of the main character. This improves empathy and social awareness, allowing you to better recognise and understand others' emotions in real life. This does not apply when reading nonfiction.
Several studies have shown that reading fiction fosters empathy.
However, the evidence does not appear to be totally conclusive. Empathy is difficult to demonstrate, and experts continue to debate whether the research in question did so effectively.
Tips for Supporting Struggling Readers in the Classroom
The rich get richer, while the poor get poorer. How unjust is that! However, as a teacher, you can provide opportunities for all pupils to develop their reading skills. This might be accomplished by providing more time and attention to individuals who start with a disadvantage.
Early intervention is crucial for addressing reading difficulties. Kindergarten teachers can identify pupils who struggle with sounds and letters or lack a sense of rhyming. Additional language games can help with this.
Early identification of pupils struggling with decoding is crucial in year 1 and 2. The more fluently kids read, the more they focus on reading comprehension.
Watch out for the reading slump in year 4.Prioritising reading enjoyment is crucial, in addition to regular practice.
Encourage pupils to read aloud and choose books based on their interests and reading levels. Demonstrate how reading broadens their horizons and enhances their cognitive abilities.
This applies to all pupils, not just those who enter kindergarten with innate intelligence.
Key take-aways
- Regular reading leads to improved cognitive abilities.
- Avoid the Matthew effect and keep struggling readers on track.
- Address reading weaknesses promptly and provide many practice opportunities for struggling readers.
- A strong foundation in reading instruction is a lifelong benefit.
Reference:
Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind.