Alexander

Alloway

Archer

Askov

Baker

Bank

Berk

Burnett

Chapman

Cohen

Coles

Conlon

Crick

Cullinan

Daniels

Davies

Gottfried

Hall

Henry

Kush

Macmillan Test Unit

Mathewson

McKenna

Millard

Morgan

Mullis

Parker

Quinn

Sainsbury

Samuels

Share

Smith

Stowe

Twist

Van Steensel

Wiens

Wigfield

The aim of this study was to investigate gender differences in the relationship between reading ability, frequency of reading and attitudes and beliefs relating to reading and school. Two hundred and thirty-two 10-year-old children (117 male) completed a reading comprehension test and a questionnaire exploring the following areas: frequency of reading, attitude to reading, attitude to school, competency beliefs and perceived academic support (from peers and teacher). Overall, girls had better reading comprehension, read more frequently and had a more positive attitude to reading and school. However, smaller gender differences were found in reading ability than in attitudes and frequency of reading. Indeed, effect sizes for gender differences in reading were found to be small in this and other studies. Reading ability correlated with both boys' and girls' reading frequency and competency beliefs; however, only boys' reading ability was associated with their attitude to reading and school. Notably, gender differences were found predominantly in the relationship between factors, rather than solely in the factors themselves. Previous research has neglected to study these relationships, and has focused instead on the gender differences found in individual factors. Conclusions are made regarding the applicability of these findings to the school situation

McGeown, Sarah

Johnston, R.

Edinburgh Research Explorer

Gender differences in reading ability and attitudes:Examining where these differences lie

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Gender differences in reading ability and attitudes: examining where these differences lie

Gender differences in reading ability and attitudes:Examining where these differences lie

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