ERIC Number: ED317958
Record Type: Non-Journal
Publication Date: 1990-Apr
Reference Count: N/A
Children's Reading Task by Gender Interactions: Implications for Research and Practice.
Kincade, Kay M.; Kleine, Paul F.
A study examined the effect of gender, age, and cognitive task on three types of reading recall. Subjects, 40 boys and girls in the second grade and 40 in the fifth grade from a suburban Northeast school system, all reading at or above grade level, performed cued or free recall on four high-interest short stories. Reading recall was assessed via the number of explicit idea units (explicit text details), implicit idea units (inferences), and figurative idea units (metaphors and/or analogies) recalled. Results showed significant main effects for age and task, as expected, with clear differences favoring fifth graders over second graders and favoring subjects in the cued condition over the free. No main effect was found due to gender differences; however, sharp differences between boys and girls were found depending upon the information retrieval task they were assigned. Boys' and girls' reading recall performances differed dramatically, with boys demonstrating superior recall in the cued condition and girls in the free condition. Findings suggest that boys need more structure in their recall tasks, while girls are better at imposing their own structure. The study illustrates the importance of continued attention to gender as it interacts with reading recall in complex ways. A follow-up study combining quantitative and qualitative research methods will address the issue of why the present results might have occurred. (Four figures and four tables of data are included; 18 references are attached.) (SR)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A