The results of the study indicated that children who were indicated as advantaged in reading skills (less likely to suffer from learning disabilities) did not show any greater performance results compared to students of other groups. However, those students identified as most at risk of learning disabilities and of lower reading skills suffered in reading performance over time, indicating a one-sided Matthew Effect. These results suggest that those who are disadvantaged in reading and learning skills should be identified early on and undergo an intensive program that addresses this discrepancy in reading skills and comprehension that will prevent a potential cycle of decreasing performance over time.