Gender Differences In Early Literacy: Analysis
School Psychology Review, 2010, Volume 39, No. 2, pp. 240 –257
Gender Differences in Early Literacy: Analysis of Kindergarten through Fifth-Grade Dynamic Indicators of Basic Early Literacy Skills Probes
Jaime L. Below Monroe Carell Jr. Children’s Hospital at Vanderbilt Christopher H. Skinner The University of Tennessee Jamie Y. Fearrington Appalachian State University Christy A. Sorrell Little Tennessee Valley Educational Cooperative
Abstract. 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, …show more content…
Training was provided to all administrators prior to testing. Assessments took place during the district’s scheduled fall, winter, and spring benchmark assessments throughout the 2005– 2006 school year. ISF was administered in the fall and winter of K. LNF was administered beginning in the fall of K and continued through the fall of first grade. The administration of both PSF and NWF began in the winter of K through the spring of first grade. ORF was administered from the winter of first grade through the spring of fifth grade. Assessments were conducted in a quiet area of the classroom or in the hallway outside the classroom. Each assessment was administered individually and took between 1 and 4 min to …show more content…
Fifth-grade results showed no significant gender differences in ORF. In the fifth-grade sample, both boys and girls made significant gains throughout the year, with boys showing greater gains than girls from winter to spring. The last time ORF was administered (spring, Grade 5) differences between girls’ and boys’ ORF scores was 1.0 word correct per minute. Discussion Research on gender differences in reading skill development was extended by analyzing repeated measures of multiple preliteracy skills across Grades K–5. Because girls scored significantly higher on all four K preliteracy skills, these findings support previous researchers who found evidence that girls enter school with stronger literacy skills. However, our results failed to support findings that these differences grow larger as students’ progress through school (e.g., Camarata & Woodcock, 2006; Chatterji, 2006). Rather than growing larger, significant gender
Gender Differences in Early Literacy: Analysis of Kindergarten through Fifth-Grade Dynamic Indicators of Basic Early Literacy Skills Probes
Jaime L. Below Monroe Carell Jr. Children’s Hospital at Vanderbilt Christopher H. Skinner The University of Tennessee Jamie Y. Fearrington Appalachian State University Christy A. Sorrell Little Tennessee Valley Educational Cooperative
Abstract. 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, …show more content…
Training was provided to all administrators prior to testing. Assessments took place during the district’s scheduled fall, winter, and spring benchmark assessments throughout the 2005– 2006 school year. ISF was administered in the fall and winter of K. LNF was administered beginning in the fall of K and continued through the fall of first grade. The administration of both PSF and NWF began in the winter of K through the spring of first grade. ORF was administered from the winter of first grade through the spring of fifth grade. Assessments were conducted in a quiet area of the classroom or in the hallway outside the classroom. Each assessment was administered individually and took between 1 and 4 min to …show more content…
Fifth-grade results showed no significant gender differences in ORF. In the fifth-grade sample, both boys and girls made significant gains throughout the year, with boys showing greater gains than girls from winter to spring. The last time ORF was administered (spring, Grade 5) differences between girls’ and boys’ ORF scores was 1.0 word correct per minute. Discussion Research on gender differences in reading skill development was extended by analyzing repeated measures of multiple preliteracy skills across Grades K–5. Because girls scored significantly higher on all four K preliteracy skills, these findings support previous researchers who found evidence that girls enter school with stronger literacy skills. However, our results failed to support findings that these differences grow larger as students’ progress through school (e.g., Camarata & Woodcock, 2006; Chatterji, 2006). Rather than growing larger, significant gender