Gender differences in early literacy: analysis of kindergarten through fifth-grade dynamic indicators of basic early literacy skills probes.(Report): An article from: School Psychology Review

This digital document is an article from School Psychology Review, published by National Association of School Psychologists on June 1, 2010. The length of the article is 8829 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available immediately after purchase. You can view it with any web browser.

From the author: 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