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International Reading Gaps between Boys and Girls, 1970–2016.

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Title: International Reading Gaps between Boys and Girls, 1970–2016.
Authors: Steinmann, Isa, Strietholt, Rolf, Rosén, Monica
Source: Comparative Education Review. May2023, Vol. 67 Issue 2, p298-330. 33p. 2 Black and White Photographs, 1 Illustration, 5 Charts, 1 Graph.
Subject Terms: *Reading comprehension, *Achievement gap, *Primary schools, *Reading speed, *Gender inequality
Abstract: Gender differences are one of the most contentious issues in educational research. This study analyzes long-term changes in gender gaps in reading comprehension at the end of primary school in 63 education systems. It links test data from seven comparative studies that were conducted between 1970 and 2016 using a common achievement scale based on item response theory. We investigate whether mean gender gaps have widened or narrowed over time—controlling for changes in the sample of countries from measurement point to measurement point—using a system-level regression with fixed effects. We observe an advantage of girls over boys in reading in almost all countries, although the size of the gender gap varies considerably internationally. Further, we observe a significant increase in the international gender gap between 1971 and 2001 and a slight decrease since then. [ABSTRACT FROM AUTHOR]
Copyright of Comparative Education Review is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: International Reading Gaps between Boys and Girls, 1970–2016.
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  Data: <searchLink fieldCode="AR" term="%22Steinmann%2C+Isa%22">Steinmann, Isa</searchLink><br /><searchLink fieldCode="AR" term="%22Strietholt%2C+Rolf%22">Strietholt, Rolf</searchLink><br /><searchLink fieldCode="AR" term="%22Rosén%2C+Monica%22">Rosén, Monica</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Comparative+Education+Review%22">Comparative Education Review</searchLink>. May2023, Vol. 67 Issue 2, p298-330. 33p. 2 Black and White Photographs, 1 Illustration, 5 Charts, 1 Graph.
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  Data: *<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Achievement+gap%22">Achievement gap</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+speed%22">Reading speed</searchLink><br />*<searchLink fieldCode="DE" term="%22Gender+inequality%22">Gender inequality</searchLink>
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  Data: Gender differences are one of the most contentious issues in educational research. This study analyzes long-term changes in gender gaps in reading comprehension at the end of primary school in 63 education systems. It links test data from seven comparative studies that were conducted between 1970 and 2016 using a common achievement scale based on item response theory. We investigate whether mean gender gaps have widened or narrowed over time—controlling for changes in the sample of countries from measurement point to measurement point—using a system-level regression with fixed effects. We observe an advantage of girls over boys in reading in almost all countries, although the size of the gender gap varies considerably internationally. Further, we observe a significant increase in the international gender gap between 1971 and 2001 and a slight decrease since then. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Comparative Education Review is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1086/724089
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        Text: English
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      – SubjectFull: Primary schools
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      – SubjectFull: Reading speed
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      – SubjectFull: Gender inequality
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              Text: May2023
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