A Year Is not Long Enough for Learning
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Authors
Queenan, Margaret L.
Issue Date
2009
Type
Article
Language
en_US
Keywords
Education , Matthew Effect , Underprivilaged students , Reading
Alternative Title
Abstract
This qualitative study asked: “What happens when urban students are taught reading comprehension strategies?” Data comprised artifacts, field notes, and interviews. Analysis consisted of examining data for themes. Findings included the reality that the “Matthew Effect” (Stanovich, 1986)—where the rich in knowledge, vocabulary, and texts-read grow richer as new texts add knowledge, vocabulary, and textual experience while the poor grow poorer in that their limited knowledge, vocabulary, and textual experience lead to little gain—lives on. A year is not long enough for learning for such students; even the comprehension strategies advocated by the National Reading Panel (2000) do not help. Further research should examine the circumstances under which urban students build background knowledge, develop vocabulary, and become proficient in reading.
Description
Citation
Publisher
AAER