An Analysis of Gender Differences in Pennsylvania's 1991 Wholistic Model Reading Tests.

Autor/inn/en	Lock, Leonard K.; Miller, Leann R.
Titel	An Analysis of Gender Differences in Pennsylvania's 1991 Wholistic Model Reading Tests.
Quelle	(1992), (16 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Comparative Testing; Elementary Education; Elementary School Students; Grade 3; Grade 5; Grade 8; Holistic Evaluation; Junior High School Students; Knowledge Level; Reading Tests; Sex Differences; State Programs; Test Construction; Test Format; Testing Programs; Pennsylvania + Suchen Sie Ihr Suchwort? Elementarunterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Holistische Methode; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Wissensbasis; Lesetest; Sex difference; Geschlechtsunterschied; Regierungsprogramm; Testaufbau; Testentwicklung
Abstract	Gender differences were examined in results from the holistic model reading tests developed by the Pennsylvania State Department of Education. Patterns of differences were examined and interpreted within the context of previous reading research. Data were collected from the Testing for Essential Learning and Literacy Skills (TELLS) reading tests administered to students in grades 3, 5, and 8 in March 1991. Information came from the item responses of approximately 117,000 third graders, 113,000 fifth graders, and 107,000 eighth graders enrolled in Pennsylvania's 500 public school districts, with some parallel analyses for students in Chapter 1 compensatory education programs. Some statistically significant gender mean differences were found, but their magnitude was slight. This was particularly evident in considering the minimal variance that gender contributes to explaining levels of reading comprehension on the TELLS tests. There is little basis to conclude that gender is particularly favored by explicit, implicit, or extended type test items or by the nature of the test item passage. Similarly, there is little basis to conclude that gender is better either in reported strategy selection or prior knowledge. The Pennsylvania process for developing reading tests and careful passage selection are important factors in understanding why gender differences are minimal. Seven tables present study data, and an 11-item list of references is included. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC