Girl friendly? Investigating the gender gap in national reading tests at age 11

Twist, Liz; Sainsbury, Marian

doi:10.1080/00131880902892089

Cited by 9 publications

(11 citation statements)

References 6 publications

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“…Further analysis found that the girls had an additional subclass-girls with school and behavioural problems, in vice versa. Other observations reported that students in the 12th-grade tend to face a high risk to be involved in school problems and behavioural problems (Scott and Shearer-lingo, 2002;Twist and Sainsbury, 2009;Vlachos and Papadimitriou, 2015). All these data inform us that gender variations or differences have a strong connection to behavioural problems.…”

Section: Genders and Behavioural Problemssupporting

confidence: 57%

“…Girls are also extra aware of what they examine. Other researches show gender variations provide the same result for reading skills (Twist and Sainsbury, 2009;Vlachos and Papadimitriou, 2015). Although contradictive results occur, many educators tend to distinguish educational research based on gender variations and reading skills.…”

Section: Genders and Reading Skillsmentioning

confidence: 94%

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Relation between Behavioural Problems and Reading Skills in Gender Contexts: Forecasting Longitudinal Data from Kindergarten to Fifth Grade

Mulyati

Hadianto

2022

JESR

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This study investigated the association between behavioural problems and reading ability in gender contexts. Specifically, its goal is to determine to what extent of girls and boys differ in the development of reading skills and behavioural problems, and how the relationship between these variable changes based on gender perspectives. This research employed a correlational method whose purpose is to find out the relationship among multiple variables—genders, behavioural problems, and reading skills. To elicit all data of these variables, we focused on nine schools located in the capital city of West Java province, Indonesia. The participants in this research were 500 students from kindergarten to fifth grade which encompassed females (N=260) and males (N=240). The age of the participants ranges from 58 months to 11 years old and they originated from public and private schools. We used Dynamic Indicator of Basic Early Literacy (DIBELS)—which is a set of standardized and validated early literacy indicators—to measure reading skills; We employed Office Discipline Behaviour (ODB) to measure students’ destructive behaviour or behavioural problems. Findings of the research revealed that reading skills and behavioural problems were significantly different for each learning levels from kindergarten to fifth grade. In addition to correlation between behavioural problems and reading skills, we found a strong correlation for them both of boys and girls. Thus, the gender differences contributed equivalent or similar to reading skills showing this variable has lack of contribution to differences of reading skills. Received: 21 April 2022 / Accepted: 30 June 2022 / Published: 5 July 2022

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Section: Genders and Behavioural Problemssupporting

confidence: 57%

Section: Genders and Reading Skillsmentioning

confidence: 94%

Relation between Behavioural Problems and Reading Skills in Gender Contexts: Forecasting Longitudinal Data from Kindergarten to Fifth Grade

Mulyati

Hadianto

2022

JESR

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“…Access to gender-neutral books is useful, but perhaps access to more male-orientated books is necessary to increase boys' engagement in reading. Given concern regarding boys' lower reading attainment compared to girls (e.g., Twist & Sainsbury, 2009), identifying ways to increase boys' engagement in reading is arguably particularly crucial. Nevertheless, both boys and girls will benefi t from having access to a range of texts that have been carefully considered to suit their interests.…”

Section: Discussionmentioning

confidence: 99%

Sex or gender identity? Understanding children's reading choices and motivation

McGeown

2012

Journal Research in Reading

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The extent to which children's reading choices could be predicted by their motivation and gender identity was examined. Two hundred and twenty‐three children (average age 9 years 11 months) completed questionnaires measuring book reading choices, reading motivation, gender identity (identification with masculine and feminine traits) and a standardised reading assessment. Sex differences were found in children's reading motivation and reading choices. In addition, feminine traits were more closely associated with reading motivation and engagement with neutral books compared to masculine traits. Whilst children's sex predicted their choice of reading male‐ or female‐orientated books, the extent to which they identified with feminine traits was a better predictor in choice of neutral books. Results are discussed in relation to previous research examining sex differences in children's reading choices. In addition, implications for reading activities and choice of books available at school are discussed.

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“…In addition, a number of studies examined gender differences in math, reading attitudes, and achievement. Some studies found significant gender differences in math (Cvencek, Meltzoff, & Greenwald, 2011;Engelhard, 1990;Gunderson, Ramirez, Levine, & Beilock, 2012;Harnisch, Steinkamp, Tsai, & Walberg, 1986;McGraw, Lubienski, & Strutchens, 2006), reading attitudes, and achievement (Chiu & McBride-Chang, 2006;Cloer & Pearman, 1992;Logan & Johnston, 2010;MacMillan, Widaman, Balow, Hemsley, & Little, 1992;Tse et al, 2006;Twist & Sainsbury, 2009) across countries, suggesting that girls preferred reading and boys preferred math (Ma, 2008;Stevenson & Newman, 1986). Although gender difference in reading attitudes and achievement were consistently found in previous studies, it was less conclusive in the research on math.…”

Section: Including Student Factors In Lca Modelsmentioning

confidence: 93%

Examining Student Factors in Sources of Setting Accommodation DIF

Lin

2013

Educational and Psychological Measurement

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This exploratory study investigated potential sources of setting accommodation resulting in differential item functioning (DIF) on math and reading assessments for examinees with varied learning characteristics. The examinees were those who participated in large-scale assessments and were tested in either standardized or accommodated testing conditions. The data were examined using multilevel measurement modeling, latent class analyses (LCA), and log-linear and odds ratio analyses. The results indicate that LCA models yielded substantially better fits to the observed data when they included only one covariate (total scores) than others with multiple covariates. Consistent patterns emerged from the results also show that the observed math and reading DIF can be explained by examinees' latent abilities, accommodation status, and characteristics (including gender, home language, and learning attitudes). The present study not only confirmed previous findings that examinees' characteristics are helpful in identifying sources of DIF but also addressed some limitations of previous studies by using an alternative and viable covariate strategy for LCA models.Keywords differential item functioning, latent class models with covariates, sources of DIF, test accommodation Examinees with special needs have usually been included in large-scale assessments to meet a variety of educational goals and purposes (e.g., educational accountability,

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Girl friendly? Investigating the gender gap in national reading tests at age 11

Cited by 9 publications

References 6 publications

Relation between Behavioural Problems and Reading Skills in Gender Contexts: Forecasting Longitudinal Data from Kindergarten to Fifth Grade

Relation between Behavioural Problems and Reading Skills in Gender Contexts: Forecasting Longitudinal Data from Kindergarten to Fifth Grade

Sex or gender identity? Understanding children's reading choices and motivation

Examining Student Factors in Sources of Setting Accommodation DIF

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