Watering the garden before a rainstorm: The case of early reading instruction

Sebastian P. Suggate*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter


The main scientific argument in favour of developing early reading skill comprises three strands. The first strand from longitudinal studies shows correlations in reading skills over time, such that struggling readers in kindergarten and first grade are likely to be the lowest performing later on. Second, many cite the positive effects that reading intervention programs for young children have, thereby proposing that these should play a vital role in preschool and kindergarten in reducing disadvantage. In the third strand, Matthew Effects in reading (Stanovich, 1986) are cited, whereby the achievement gap between the better and worse readers is thought to widen over time.

Original languageEnglish
Title of host publicationContemporary Debates in Childhood Education and Development
PublisherTaylor & Francis
Number of pages10
ISBN (Electronic)9781136295676
ISBN (Print)9780415614894
Publication statusPublished - 1 Jan 2012

Bibliographical note

Publisher Copyright:
© 2012 for selection and editorial matter Sebastian Suggate and Elaine Reese.

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