ERIC Number: EJ1043187
Record Type: Journal
Publication Date: 2014-Nov
Abstractor: As Provided
Reference Count: N/A
Gender Differences in Inference Generation by Fourth-Grade Students
Clinton, Virginia; Seipel, Ben; Broek, Paul; McMaster, Kristen L.; Kendeou, Panayiota; Carlson, Sarah E.; Rapp, David N.
Journal of Research in Reading, v37 n4 p356-374 Nov 2014
The purpose of this study was to determine if there are gender differences among elementary school-aged students in regard to the inferences they generate during reading. Fourth-grade students (130 females; 126 males) completed think-aloud tasks while reading one practice and one experimental narrative text. Females generated a larger number and a greater proportion of reinstatement inferences than did males (Cohen's d = 0.34, p = 0.01; Cohen's d = 0.26, p = 0.04, respectively). In contrast, there was no evidence for gender differences in other types of think-aloud responses. These findings suggest that males and females differ in their use of cognitive processes that underlie reading comprehension, particularly with respect to the likelihood of retrieval of information from episodic memory.
Descriptors: Gender Differences, Grade 4, Elementary School Students, Protocol Analysis, Reading Assignments, Inferences, Cognitive Processes, Reading Comprehension, Reading Processes, Memory
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education
Sponsor: Institute of Education Sciences (ED); Department of Education (ED)
Authoring Institution: N/A
IES Funded: Yes