Gender Differences in Reading Impairment and in the Identification of Impaired Readers: Results from a Large-Scale Study of At-Risk Readers

Autor/inn/en	Quinn, Jamie M.; Wagner, Richard K.
Titel	Gender Differences in Reading Impairment and in the Identification of Impaired Readers: Results from a Large-Scale Study of At-Risk Readers
Quelle	In: Journal of Learning Disabilities, 48 (2015) 4, S.433-445 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219413508323
Schlagwörter	Gender Differences; Reading Difficulties; Severity (of Disability); Learning Disabilities; Identification; Correlation; Elementary School Students; Grade 2; Reading Fluency; Decoding (Reading); Dyslexia; Statistical Analysis; Florida; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Reading difficulty; Leseschwierigkeit; Schweregrad; Learning handicap; Lernbehinderung; Identifikation; Identifizierung; Korrelation; School year 02; 2. Schuljahr; Schuljahr 02; Dekodierung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Statistische Analyse
Abstract	Reading impairment is more common in males, but the magnitude and origin of this gender difference are debated. In a large-scale study of reading impairment among 491,103 beginning second-graders, gender differences increased with greater severity of reading impairment, peaking at a ratio of 2.4:1 for a broad measure of fluency and a ratio of 1.6:1 for a narrow measure of decoding. Results from three tests indicate that gender differences in reading impairment are attributable primarily to male vulnerability rather than ascertainment bias. Correspondence between identification as an impaired reader by our study criteria and school identification as learning disabled was poor overall and worse for girls: Only 1 out of 4 boys and 1 out of 7 girls identified as reading impaired in our study was school identified as learning disabled. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11