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ERIC Number: EJ843995
Record Type: Journal
Publication Date: 2009
Pages: 26
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-0380-2361
Differential Effects of Male and Female Reading Tutors Based on Boys' Gendered Views of Reading
Sokal, Laura; Thiem, Cassandra; Crampton, Amanda; Katz, Herb
Canadian Journal of Education, v32 n2 p245-270 2009
This study examined the effects of the gender of reading tutors on 173 third and fourth grade mainly inner-city boys identified as struggling readers. Reading achievement ("Alberta Diagnostic Reading Program") and reader self-perceptions ("Readers' Self-Perception Scale") were monitored over a 22-week reading intervention. Findings indicated that the gender of the reading tutors had no effect on reader self-perceptions in boys who viewed reading as masculine or gender neutral; boys who viewed reading as feminine responded better to female tutors than to male tutors in developing their self-perceptions as readers. The gender of the tutor had no significant effect on boys' reading achievement in either group. (Contains 2 tables and 1 footnote.)
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:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada