Sex differences in rate of reading in the high school.

Traxler, Arthur E.

doi:10.1037/h0055423

Cited by 8 publications

(4 citation statements)

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“…With respect to reading, Jordan's results confirm those of Traxler (227) obtained at the high school level. In a comparison of several hundred boys and girls in high school physics, Hurd (109) found boys to be decidedly superior in knowledge of physics at the beginning of the course and somewhat superior at the end.…”

Section: Sex Differencessupporting

confidence: 78%

Experiments on learning in school situations.

Stroud¹

1940

Psychological Bulletin

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Section: Sex Differencessupporting

confidence: 78%

Experiments on learning in school situations.

Stroud¹

1940

Psychological Bulletin

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“…Commins 5 obtained a nonsignificant difference of 5.2 raw score points in favor of girls on the reading tests of the Stanford Achievement battery, in the fifth grade. Traxler, 16 Moore, 13 and Jordan 10 have failed to obtain significant sex differences in reading at the high-school level.…”

mentioning

confidence: 99%

Sex differences in achievement in the elementary and secondary schools.

Stroud¹,

Lindquist²

1942

Journal of Educational Psychology

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This article reports the data on sex differences in school achievement yielded by the Iowa Every-Pupil Testing Program, high school, for the years 1932 to 1939, and the Iowa Every-Pupil Basic Skills Testing Program (Grades III-VIII) for the year 1940. A brief review of representative articles dealing with previously published investigations of a similar character is also given.A REVIEW OF THE LITERATURE This brief review chiefly treats sex differences in achievement test scores, although attention is called at the outset to sex differences in school marks, promotion, acceleration, retardation, and similar evidences of school progress. In his Laggards in Our Schools, 1909, Ayres 2 concluded that "our schools as they now exist are better fitted to the needs and natures of the girl than of the boy pupils." He based this conclusion upon an analysis of the records of several hundred thousand pupils in various cities of the nation. In 7624 high schools in 1906-1907 there were 314,084 boys enrolled in comparison with 419,570 girls. In the elementary schools in fifteen cities, having an enrollment of 282,179 pupils, he found retardation among 37.1 per cent of the boys and 32.8 per cent of the girls. Approximately 23 per cent of the boys were repeating grades in comparison with 20.2 per cent of the girls. It is known that in recent years the number of boys in high school more nearly equals the number of girls.St. John's 16 data on retardation and acceleration make possible sex comparisons at comparable IQ levels. His investigation deals with the progress, over a four-year period, of about five hundred boys and four hundred fifty girls, Grades I to VI, chiefly I to IV, enrolled in the schools in a residential suburb of Boston. Table I shows the sex comparisons. St. John's data also show that correlations between IQ and achievement data were higher for girls than for boys. In marks of conduct and effort girls achieved a greater degree of superiority than in any of the other measures used.Johnson's 9 analysis of the records of the high-school pupils in St. Louis is to the same purpose. His data are shown, in part, in Table II.

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“…As we researched the topic of gender differences in reading achievement at various levels, we were struck by the fact that very few studies have directly addressed the topic, even at the elementary level. Early studies that took place in the 1930s and 1940s (e.g., Traxler, 1935; Jordan, 1937; Moore, 1940; Stroud & Linquist, 1942) failed to obtain significant gender differences at the high school level, whereas others (e.g., Commins, 1928; Stroud & Linquist, 1942) also failed to find significant gender differences even at the elementary level. The idea that gender differences exist in reading at the elementary level gained support from Gates's (1961) study.…”

Section: Introductionmentioning

confidence: 97%

“…iFor example, large gender differences may suggest that a particular gender requires additional instruction in the identification and use of appropriate reading strategies. Moreover, large gender differences in reading achievement could have a potential impact on the number of men and women in careers and occupations that depend predominantly on comprehending and processing written materiaL Background As we researched the topic of gender differences in reading achievement at various levels, we were struck by the fact that very few studies have directly addressed the topic, even at the elementary leveL Early studies that took place in the 1930s and 1940s (e.g., Traxler, 1935;Jordan, 1937;Moore, 1940;Stroud & Linquist, 1942) failed to obtain significant gender differences at the high school level, whereas oth-ers (e.g., Commins, 1928;Stroud & Linquist, 1942) also failed to find significant gender differences even at the elementary leveL The idea that gender differences exist in reading at the elementary level gained support from Gates's (1961) study. Gates analyzed the reading achievement of 13,114 students in Grades 2 through 8 on three Gates's Reading Survey tests: Speed of Reading, Reading Vocabulary, and Level of Comprehension.…”

mentioning

confidence: 99%

Are there gender differences in reading achievement? An investigation using the high school and beyond data.

Hogrebe¹,

Nist²,

Newman³

1985

Journal of Educational Psychology

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The major purpose of this study was to investigate the relation of gender to reading achievement at the high school level. The data were drawn from the High School and Beyond (HSB) national survey that was sponsored by the National Center for Education Statistics and conducted in 1980. Reading achievement was defined as performance on the vocabulary and comprehension measures developed for the HSB study. Information on 23,362 seniors and 24,678 sophomores was analyzed by examining the amount of variance in reading achievement accounted for by gender differences. The results for both seniors and sophomores indicated that gender accounted for less than 1% of the variance in reading achievement. These findings suggest that by the time students reach high school, the magnitude of gender differences in reading achievement as assessed by the HSB survey is small. The findings apply to vocabulary and short passage comprehension and are limited in providing insight about complex reading processes and lengthy text. The results are compared with findings from the National Assessment of Educational Progress 1979-1980 report on reading and literature (National Assessment of Educational Progress, 1982).

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Sex differences in rate of reading in the high school.

Cited by 8 publications

References 0 publications

Experiments on learning in school situations.

Experiments on learning in school situations.

Sex differences in achievement in the elementary and secondary schools.

Are there gender differences in reading achievement? An investigation using the high school and beyond data.

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