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ERIC Number: EJ966395
Record Type: Journal
Publication Date: 2012
Pages: 15
Abstractor: As Provided
Reference Count: 84
ISBN: N/A
ISSN: ISSN-1940-4158
Do Boys Need Different Remedial Reading Instruction from Girls?
Limbrick, Lisa; Wheldall, Kevin; Madelaine, Alison
Australian Journal of Learning Difficulties, v17 n1 p1-15 2012
Recent inquiries into the underachievement of boys in reading have called into question whether they require different forms of reading instruction from girls. A number of reading programs and initiatives have been developed to address this issue, including programs based on increasing boys' motivation, improving behaviour, embracing the use of computers, and so forth. The aim of the present study was to test the hypothesis that effective remedial reading instruction is equally effective for boys as well as girls. The sample comprised 398 low-progress students (239 boys, 159 girls) in Years 5 and 6, who attended an off-site tutorial centre for two school terms between the years 2005 and 2010. All boys and girls in the sample participated in the Schoolwise Program, a non-categorical, empirically-based reading program, for three hours daily. Participants were assessed pre- and post- intervention on five reading and related measures. Both boys and girls made substantial gains, analyses of covariance confirming that their rates of progress were very similar. Small effect sizes were also reported. It is concluded that boys and girls do not require different forms of reading instruction if both are provided with effective systematic remedial reading instruction. (Contains 2 tables, 1 figure, and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Assessments and Surveys: Neale Analysis of Reading Ability; Burt Word Reading Test