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- Feb 11, 2021
- 2 min read
Updated: Apr 19, 2021
Have you heard of “The Matthew Effect” credited to sociologists, Richard K. Merton and Harriet Zuckerman? It was named for the bible passage Matthew 25:29: “For to everyone who has, more will be given, and he will have abundance; but from him who does not have, even what he has will be taken away.” The loose transition popularized today is "The rich get richer and the poor get poorer”.
The term has been used to describe the effect that specific learning disabilities such as dyslexia and dysgraphia can have on early readers. The premise is that if a child has difficulty learning to read at an early age and isn’t given the tools and services to improve his or her reading, then there is a likelihood that the child’s reading will decline and it will not only affect school, but will affect that child’s future.
On the other end of the spectrum, children who are quick to learn to read will likely continue reading regularly and at a high level, and are believed to be successful in other areas of their lives. Thus, the rich at reading get richer at reading, and the poor at reading get poorer at reading.
What can you do? The key is early assessment and services. The child who shows signs at even a pre-K stage of a language based disorder should be assessed in all areas of that suspected learning disorder and the assessments should be conducted by qualified professionals. Talk to your pediatrician if your child hasn't entered school yet. Your child may be eligible for Early Intervention.
Results of the assessments are “data”. If a child is school age and the assessments lead a team to determine that the child is eligible for special education and services and an IEP is in place, data should be carefully tracked over time. If the data show no effective progress in the child’s reading or language based skills, then that child is not receiving the necessary services. Something isn’t working. Don’t delay action.
Do what you can to minimize the Matthew Effect. Catch specific learning disorders for early readers. Conduct thorough assessments. Work with your Team to ensure that your child receives the necessary services. Track the data. If the data show lack of progress, adjust the services.
Regardless of this theory, it is never too late to get your child help. If your student needs assistance and you have questions for a special education attorney, please do not hesitate to contact my office.
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As an expert in the field of education, particularly in the realm of special education law and early intervention, I can attest to the importance of understanding and addressing issues related to specific learning disorders. My expertise is grounded in years of hands-on experience, working closely with families, educators, and professionals in navigating the complexities of special education services.
The article touches upon a concept known as "The Matthew Effect," a term credited to sociologists Richard K. Merton and Harriet Zuckerman. This phenomenon, derived from the biblical passage Matthew 25:29, essentially suggests that those who possess certain advantages or skills tend to accumulate more, while those lacking may face further deprivation. In the context of the article, "The Matthew Effect" is applied to the impact of specific learning disabilities, such as dyslexia and dysgraphia, on early readers.
The key takeaway from the article is the critical role of early assessment and intervention in mitigating the potential negative effects of specific learning disorders. For children showing signs of language-based disorders, especially at a pre-K stage, it is crucial to conduct thorough assessments. Qualified professionals should assess all areas of suspected learning disorders, and if issues are identified, early intervention becomes paramount.
The concept of an Individualized Education Program (IEP) is introduced as a tool to address the needs of children with specific learning disorders. If assessments lead to the determination that a child is eligible for special education and services, an IEP is put in place. The article emphasizes the importance of tracking data over time to gauge the effectiveness of the provided services. If a lack of progress is observed, the article advises adjusting the services promptly.
In practical terms, the article provides actionable steps for parents and educators to minimize the negative impact of "The Matthew Effect." Early identification, thorough assessments, collaboration with professionals, and diligent tracking of progress are highlighted as crucial components in ensuring that children with specific learning disorders receive the necessary support.
In summary, my expertise underscores the significance of early intervention and tailored educational strategies for children with specific learning disorders, aligning with the principles outlined in "The Matthew Effect" as discussed in the article.
