ERIC Number: ED343936
Record Type: RIE
Publication Date: 1992-Feb
Reference Count: N/A
An Analysis of Gender Differences in Pennsylvania's 1991 Wholistic Model Reading Tests.
Lock, Leonard K.; Miller, Leann R.
Gender differences were examined in results from the holistic model reading tests developed by the Pennsylvania State Department of Education. Patterns of differences were examined and interpreted within the context of previous reading research. Data were collected from the Testing for Essential Learning and Literacy Skills (TELLS) reading tests administered to students in grades 3, 5, and 8 in March 1991. Information came from the item responses of approximately 117,000 third graders, 113,000 fifth graders, and 107,000 eighth graders enrolled in Pennsylvania's 500 public school districts, with some parallel analyses for students in Chapter 1 compensatory education programs. Some statistically significant gender mean differences were found, but their magnitude was slight. This was particularly evident in considering the minimal variance that gender contributes to explaining levels of reading comprehension on the TELLS tests. There is little basis to conclude that gender is particularly favored by explicit, implicit, or extended type test items or by the nature of the test item passage. Similarly, there is little basis to conclude that gender is better either in reported strategy selection or prior knowledge. The Pennsylvania process for developing reading tests and careful passage selection are important factors in understanding why gender differences are minimal. Seven tables present study data, and an 11-item list of references is included. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Pennsylvania; Testing for Essential Learning and Literacy Skills
Note: Paper presented at the Annual Meeting of the Pennsylvania Educational Research Association (Philadelphia, PA, February 1992).