NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ970621
Record Type: Journal
Publication Date: 2010-Aug
Pages: 33
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-0004-9441
Estimating Gender Ratios of Poor Reading Using Large-Scale Assessments
Limbrick, Lisa; Wheldall, Kevin; Madelaine, Alison
Australian Journal of Education, v54 n2 p190-222 Aug 2010
Extensive research indicates that there are more boys than girls who are struggling readers, although considerable variation in gender ratios has been reported as a result of a lack of consensus in defining and measuring poor reading. The purpose of this study was to establish stable and consistent gender ratios for poor reading using a single definition and measure Australia-wide. The National Assessment Program--Literacy and Numeracy (NAPLAN) is the first large-scale assessment to assess all students across Australia on the same measure, at the same time. By defining poor reading as scoring in the lowest band, gender ratios computed for Years 3, 5, 7 and 9 ranged from 1.44 to 1.68. Gender ratios decreased when a less stringent definition was applied. Gender ratios for poor performance in writing, spelling, punctuation and grammar, and numeracy are also reported. (Contains 4 tables.)
Australian Council for Educational Research. 19 Prospect Hill Road, Camberwell, VIC 3124, Australia. Tel: +61-3-9277-5447; e-mail: sales@acer.edu.au; Web site: http://www.acerpress.com.au
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 5; Grade 7; Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia