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ERIC Number: EJ854290
Record Type: Journal
Publication Date: 2006-Jun
Pages: 23
Abstractor: As Provided
Reference Count: 58
ISSN: ISSN-1443-1475
Issues in the Change in Gender Differences in Reading Achievement in Cross-National Research Studies since 1992: A Meta-Analytic View
Lietz, Petra
International Education Journal, v7 n2 p127-149 Jun 2006
Results of a previous meta-analysis of gender differences in reading achievement at the secondary school level (Lietz, in press) showed significant differences between major assessment programs. Thus, the gender gap in favour of girls was more pronounced for the assessment programs conducted by the National Assessment of Educational Programs in the United States (NAEP), for the more recent assessment programs in Australia and the Programme for the International Student Assessment (PISA) conducted by the OECD. In contrast, no such effect was found for earlier studies conducted by the International Association for the Evaluation of Educational Achievement (IEA), namely the International Reading Comprehension Study 1970-71 and the International Reading Literacy Study 1990-91. Hence, this article seeks to investigate whether or not an effect exists that could be associated with the time period in which a study was conducted. In other words, the article examines whether or not the reasons for the greater gender differences in more recent assessment programs might be related to the scaling of reading scores before and after 1992. (Contains 1 footnote and 5 tables.)
Shannon Research Press. Available from: Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; United States
Identifiers - Assessments and Surveys: Program for International Student Assessment