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Theoretical Framework

This study uses two theoretical frameworks: 1) The Matthew Effect Principle proposes that proficient students get more opportunities to excel while struggling students fall further behind, widening achievement gaps. 2) The Simple View of Reading Model suggests reading comprehension depends on both word recognition skills and language comprehension abilities. Readers with strong word skills but weak language skills may struggle to understand texts. The study will examine vocabulary and language comprehension skills among humanities/social science students to see if mismatches exist between the two skills.

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Sylvia Danis
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4K views3 pages

Theoretical Framework

This study uses two theoretical frameworks: 1) The Matthew Effect Principle proposes that proficient students get more opportunities to excel while struggling students fall further behind, widening achievement gaps. 2) The Simple View of Reading Model suggests reading comprehension depends on both word recognition skills and language comprehension abilities. Readers with strong word skills but weak language skills may struggle to understand texts. The study will examine vocabulary and language comprehension skills among humanities/social science students to see if mismatches exist between the two skills.

Uploaded by

Sylvia Danis
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Theoretical Framework

This study is based on the Mathew Effect Principle,

which Richard Merton and Harriet Zuckerman first proposed

in 1968. In subsequent years, the theory is applied to

reading-focused education by Keith Stanovich, a

psychologist who studied reading and language

difficulties. The "Matthew Effect" in education proposes

that those who are already proficient in a particular are

more likely to get more opportunities to excel compared

to those who are struggling in that area are likely to

fall further behind. As a result, there is a significant

gap between those who are still proficient and those who

are still struggling.

The theory supports Stanovich's (1886) contention

that the amount of reading experience plays a key role in

moderating the relationship between reading abilities and

vocabulary. According to the hypothesis, "the effect of

reading" can be used to explain both the individual

benefits that people can acquire and obtain from reading

as well as vocabulary growth.

When a child is not exposed to reading from an early

age, they may lose interest in reading and miss out on


the chance to learn novel concepts, background knowledge,

and information. On the other hand, children who are

exposed to reading early on are more likely to enjoy it,

be interested in reading, and expand their vocabulary. In

other words, according to the "Matthew Effect" theory,

the "word-rich" tend to get richer while the "word-poor"

are likely to fall further behind.

The Simple View of Reading Model, created by Gough

and Tummer in 1986, is an additional framework. This

suggests that word recognition and language comprehension

are the two main factors in reading comprehension.

According to the model, a reader's capacity for word

recognition and decode words, also known as their word

decoding skills is crucial for reading comprehension

since it enables them to access the meaning of the text.

The approach also acknowledges that reading comprehension

is equally dependent on language comprehension, or the

reader's capacity to comprehend and interpret the content

of the text.

According to the concept, readers who have great

word recognition abilities but poor language

comprehension abilities are more likely to have trouble

understanding what they are reading. This might be


relevant to the study of the status of vocabulary

proficiency among students concentrating in humanities

and social sciences in CCDC. The study might specifically

look at to determine if there is a discrepancy between

vocabulary knowledge and language comprehension

capabilities, or whether student with greater vocabulary

skills also have stronger language comprehension skills.

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