"Slow reading acquisition has cognitive, behavioral, and motivational consequences that slow the development of other cognitive skills and inhibit performance on many academic tasks. In short, as reading develops, other cognitive processes linked to it track the level of reading skill. Knowledge bases that are in reciprocal relationships with reading are also inhibited from further development. The longer this developmental sequence is allowed to continue, the more generalized the deficits will become, seeping into more and more areas of cognition and behavior. Or to put it more simply – and sadly – in the words of a tearful nine-year-old, already falling frustratingly behind his peers in reading progress, "Reading affects everything you do"
- Bahr, Peter Riley. (2007). Double jeopardy: Testing the effects of multiple basic skill deficiencies on successful remediation. Research in Higher Education, 48, 695–725.
- Rigney, Daniel, The Matthew Effect: How Advantage Begets Further Advantage, Columbia University Press, 2010.
- Stanovich, Keith E. (1986). Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy. Reading Research Quarterly 21 (4), 360–407.
- Stanovich, Keith E. (2000). Progress in Understanding Reading: Scientific Foundations and New Frontiers. New York: Guilford Press.