Reading, Gender, and Engagement

Abstract

Findings from an international reading assessment reconfirm that girls are more engaged and better readers than boys. The authors offer several guidelines for addressing the reading gender achievement gap.

Adolescents' enjoyment of reading as a predictor of reading achievement: new evidence from a cross‐country survey

“…They reported slightly different results for the eighth grade with reading achievement weakly correlated with enjoyment of reading, r = .22; and moderately correlated with reading self-efficacy, r = .35 and socio-economic status, r = .32. Similar gender and age effects on enjoyment of reading are supported by relatively recent studies such as Brozo et al (2014), Guthrie and Wigfield (2000), Hochweber and Vieluf (2018), Malanchini et al (2017) and Loveless (2015).…”

“…Several past studies have investigated and reported the link between enjoyment of reading and reading achievement (Clark & Douglas, 2011;Froiland & Oros, 2014;Howie et al, 2017;Malanchini et al, 2017;Wang & Guthrie, 2004). It has been proposed that enjoyment of reading is associated with cognition and comprehension, is an indicator of reading interest and reading involvement and is a component of intrinsic motivation which can affect reading achievement (Brozo et al, 2014;Chapman & Tunmer, 1995;Guthrie et al, 2007;Schiefele, Schaffner, Möller, & Wigfield, 2012). Furthermore, it has been suggested that as an attitude towards reading, enjoyment of reading decreases as students become older (Clark & Douglas, 2011;Eley, 2001;Malanchini et al, 2017;Smith, Smith, Gilmore, & Jameson, 2012).…”

Gender differences in variability and extreme scores in an international context

“…How many will be advised by their teachers to simply consider it as a possibility? Regarding the possibilities for boys, although many efforts are made to enhance the reading performances of the struggling readers, policy initiatives specifically designed to close the gender gap in reading are rare, or may not exist in some countries (Brozo et al 2014). The reading gender gap along the achievement continuum, as well as the unacceptable situation of the weakest boys, is an argument for the institutionalization of "boy-friendly" curriculums.…”

10 Gutte- og jentelesere i topp og bunn. En utforsking av leserprofiler

“…Vi finner kjønnsforskjeller i lesing i både nasjonale prøver (Roe & Vagle, 2012; og i internasjonale leseundersøkelser for elever på mellomtrinnet (Mullis et al, 2017;Mullis, Martin, Foy & Drucker, 2012;Mullis, Martin, Gonzalez & Kennedy, 2003;Mullis, Martin, Kennedy & Foy, 2007) og på ungdomstrinnet (OECD, 2001(OECD, , 2010a. Jenter rapporterer også å vaere mer motivert for lesing enn gutter (Brozo et al, 2014;OECD, 2010b). Kjønnsforskjellene ser ut til å øke gjennom grunnskolen og er størst i PISA (Solheim & Lundetrae, 2016).…”