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ERIC Number: ED044258
Record Type: RIE
Publication Date: 1970-Jun
Pages: 83
Abstractor: N/A
Reference Count: 0
A Longitudinal Study of Sex Differences in Reading Achievement in Grades Four through Eight.
Dakin, Karen E. Carlson
Sex differences in reading achievement and growth patterns in a sample of students from grades 4 through 8 were determined in a longitudinal study. All 263 eighth graders at Crossroads Junior High School in South Brunswick, New Jersey, in the 1968-69 school year were tested, but only those students who had been enrolled for the 5-year period took part in the longitudinal study. The Iowa Test of Basic Skills, the California Reading Test, and an informal cloze test were the measuring devices. There were no significant differences in the mean test scores at each grade level, and no significant trends were noted. Although girls and boys had similar average annual reading growth rates, the latter grew more sporadically. Product-moment correlations between tests showed the boys to be more consistent than the girls. Significant differences in reading ability existed between students in South Brunswick from grades 4 through 8 and those who moved into the community. The boys who entered after the beginning of grade 4 were significantly inferior in reading to the students already there. The cloze test did not consistently correlate highly with the two standardized tests given in grade 8. Further research is recommended. A bibliography and appendixes are included. (Author/CL)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Rutgers, The State Univ., New Brunswick, NJ. Graduate School of Education.