Gender Differences in Early Literacy: Analysis of Kindergarten through Fifth-Grade Dynamic Indicators of Basic Early Literacy Skills Probes

Autor/inn/en	Below, Jaime L.; Skinner, Christopher H.; Fearrington, Jamie Y.; Sorrell, Christy A.
Titel	Gender Differences in Early Literacy: Analysis of Kindergarten through Fifth-Grade Dynamic Indicators of Basic Early Literacy Skills Probes
Quelle	In: School Psychology Review, 39 (2010) 2, S.240-257 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Reading Fluency; Kindergarten; Grade 5; Emergent Literacy; Grade 4; Reading Skills; Grade 1; Gender Differences; Researchers; Grade 2; Grade 3 + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Frühleseunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Reading skill; Lesefertigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Geschlechterkonflikt; Researcher; Forscher; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	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 less than 1 word correct per minute. Discussion focuses on applied and theoretical implications of these findings, limitations of the study, and directions for future researchers. (Contains 5 tables and 5 figures.) (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10