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ERIC Number: EJ780778
Record Type: Journal
Publication Date: 2007
Pages: 28
Abstractor: Author
Reference Count: 56
ISBN: N/A
ISSN: ISSN-0380-2361
Are Girls Better Readers than Boys? Which Boys? Which Girls?
White, Bozena
Canadian Journal of Education, v30 n2 p554-581 2007
Using data from the reading component of the Ontario Secondary School Literacy Test (N = 113,050), the effects of gender and curricular track for nine sub-scores of reading achievement were investigated. Only students indicating that they did not receive additional programming support were included in the analysis. Gender accounted for less than one per cent of variance in reading achievement. Gender differences for each curricular track were in the close-to-zero and small range. The results suggest that any observed differences may be of little practical consequences, and that the notion of under-achievement of boys' reading achievement has been greatly overstated. (Contains 2 tables, 3 figures and 6 notes.)
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse.ca/CJE/General.htm
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada