NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ876220
Record Type: Journal
Publication Date: 2010-May
Pages: 6
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0742-051X
Does the Gender of the Teacher Matter in the Teaching of Reading Literacy? Teacher Gender and Pupil Attainment in Reading Literacy in Hong Kong
Lam, Y. H. Raymond; Tse, Shek Kam; Lam, Joseph W. I.; Loh, Elizabeth K. Y.
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n4 p754-759 May 2010
A study of 148 primary school teachers and 4867 Grade 4 pupils in Hong Kong found no support for the proposal that boys learn to read better when taught by men teachers. In fact, it was found that both boys and girls learnt better when taught by women. Responses to a teacher questionnaire indicate significant differences in the preferred patterns of teaching favoured by male and female teachers. Responses from men teachers suggest they are more authoritarian, prefer to control pupils' learning, engage pupils in whole-class reading and like to read passages aloud while pupils follow the text. Responses from women teachers suggest they prefer to teach reading in groups, to group pupils according to reading ability, set tasks that suit pupils' stage of learning, allocate more time for pupils to read books and use the school library and encourage pupils to discover for themselves the meaning of new vocabulary encountered in text. The implications of these findings are discussed. (Contains 4 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong