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ERIC Number: ED505734
Record Type: Non-Journal
Publication Date: 2009-Apr
Pages: 7
Abstractor: As Provided
Reference Count: 15
ISSN: ISSN-1548-6613
Different Influence of Contextual Educational Factors on Boys' and Girls' Reading Achievement
Geske, Andrejs; Ozola, Antra
Online Submission, US-China Education Review v6 n4 p38-44 Apr 2009
The results of IEA (The International Association for the Evaluation of Educational Achievement) PIRLS 2006 (Progress in International Reading Literacy Study) has showed that Latvia has the 6th largest gender gap in reading literacy scores and that is an indication of a serious problem of education in this country. The purpose of the paper is to find out reasons behind boys' low achievement to help improve their reading literacy. The proposed hypothesis is that boys and girls are differently affected by the same factors. If that is so, teachers, parents and other education practitioners should be aware of this fact to adapt reading literacy studies for both genders at maximum efficiency. In this research, PIRLS 2006 data are used and different structural equation models are created to find out which factors have the most influence on boys' reading achievement. Structural equation modeling (SEM) is based on achievement scores and student and parent questionnaire data. The model formed using all population data was applied to boys' and girls' data separately to observe different influence of the same factors on students reading achievement scores. The comparison of standardized coefficients of structural equation model among five countries (Spain, Russian Federation, Lithuania, Latvia and Trinidad and Tobago) has been performed. Running the same model over different boys' and girls' data of different countries has showed that the strengths of relationships among the variables are similar. It was expected to observe noticeable differences between SEM coefficients of boys' and girls' data, but it turned out that big gender differences in reading achievement does not mean big differences in standardized coefficients of structural equation model and vice versa. It is found that school environment has greater impact on boys reading literacy. (Contains 1 figure and 1 table.)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Latvia; Lithuania; Russia; Spain; Trinidad and Tobago