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ERIC Number: EJ891851
Record Type: Journal
Publication Date: 2010
Pages: 18
Abstractor: As Provided
Reference Count: 58
ISSN: ISSN-0279-6015
Gender Differences in Early Literacy: Analysis of Kindergarten through Fifth-Grade Dynamic Indicators of Basic Early Literacy Skills Probes
Below, Jaime L.; Skinner, Christopher H.; Fearrington, Jamie Y.; Sorrell, Christy A.
School Psychology Review, v39 n2 p240-257 2010
Using a cross-sectional design and five Dynamic Indicators of Basic Early Literacy Skills measures, researchers tested for gender differences in reading skills for 1,218 kindergarten through fifth-grade students. A series of two-way repeated measures analyses of variance with time of year (fall, winter, and spring) serving as the within-subjects variable and gender serving as the between-subjects variable showed girls scored significantly higher than boys on the four kindergarten measures; however, these differences were small. First-grade students were assessed on three of these four measures and there were no significant differences across boys and girls. For the oral reading fluency measure (Grades 1-5), a significant female advantage did not emerge until Grade 4 but was not significant in our Grade 5 sample. By the end of fifth grade, the difference in mean oral reading fluency scores was less than 1 word correct per minute. Discussion focuses on applied and theoretical implications of these findings, limitations of the study, and directions for future researchers. (Contains 5 tables and 5 figures.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A