Gender Ratios for Reading Disability: Are There Really More Boys than Girls Who Are Low-Progress Readers?

Autor/inn/en	Limbrick, Lisa; Wheldall, Kevin; Madelaine, Alison
Titel	Gender Ratios for Reading Disability: Are There Really More Boys than Girls Who Are Low-Progress Readers?
Quelle	In: Australian Journal of Learning Difficulties, 13 (2008) 2, S.161-179 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
Schlagwörter	Reading Difficulties; Gender Differences; Definitions; Low Achievement; Disabilities; Evaluation Methods; Measures (Individuals); Sampling; Scores; Reading Skills; Achievement Tests; Referral + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Geschlechterkonflikt; Begriffsbestimmung; Unterdurchschnittliche Leistung; Handicap; Behinderung; Messdaten; Reading skill; Lesefertigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Extensive research over the past decade has indicated that there are more boys than girls who are struggling readers, but the degree to which there are more boys remains a point of contention. The focus of this article is to review the various definitions of reading disability, to examine how these different definitions translate into different methods of identifying reading disability and to determine the effects on observed gender ratios for reading disability. The most frequently used methods of identifying reading disability are discrepancy formulae, Response-To-Intervention (RTI) and low achievement methods. Gender ratios clearly fluctuate among, and even within, these methods. Inconsistencies in reported gender ratios of reading disability are a result of inconsistencies in the definition and measurement of reading disability, sampling issues and the overall distributions of reading scores for boys and girls. Future research might consider reporting gender ratios for reading disability based on consistent measures of reading performance in population samples, using consistent cut off points, over a significant period of time. (Contains 1 table.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10