Writing Attainment in 9- to 11-Year-Olds: Some Differences between Girls and Boys in Two Genres
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| Title: | Writing Attainment in 9- to 11-Year-Olds: Some Differences between Girls and Boys in Two Genres |
|---|---|
| Language: | English |
| Authors: | Beard, Roger, Burrell, Andrew |
| Source: | Language and Education. Nov 2010 24(6):495-515. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Writing Skills, Rating Scales, Gender Differences, Imagination, Persuasive Discourse, Children, Standardized Tests, Writing Tests, Guidelines, Literary Genres, Scores, Handwriting, Language Usage, Writing Evaluation, Foreign Countries |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1080/09500782.2010.502968 |
| ISSN: | 0950-0782 |
| Abstract: | Gender differences in the imaginative narrative and persuasive description writing of a sample of Year 5 (9- to 10-year-old) children were investigated using a standardised test and a repeat design, with the same tasks being undertaken a year later. The texts were analysed using test guidelines and genre-specific rating scales derived from the relevant literature. Differences in writing attainment were found to exist, with boys generally performing less well than girls. In the five constituents of writing assessed by the test, girls scored significantly higher in four in both years. Boys did not score significantly higher than girls in any constituent in either year. However, boys wrote significantly more in Year 6 than they had written in Year 5, and this may reflect increases in handwriting attainment. Boys' under-attainment was less pronounced in the persuasive description writing, and they scored significantly higher than girls in Year 5 in three features of this writing. Although a subgroup of the highest-attaining children contained more girls than boys, a detailed analysis did not indicate any girl-boy differences in textual effectiveness, content or language use. Some possible implications for practice and suggestions for further research are provided. (Contains 13 tables and 2 notes.) |
| Abstractor: | As Provided |
| Number of References: | 56 |
| Entry Date: | 2010 |
| Accession Number: | EJ902567 |
| Database: | ERIC |
| Abstract: | Gender differences in the imaginative narrative and persuasive description writing of a sample of Year 5 (9- to 10-year-old) children were investigated using a standardised test and a repeat design, with the same tasks being undertaken a year later. The texts were analysed using test guidelines and genre-specific rating scales derived from the relevant literature. Differences in writing attainment were found to exist, with boys generally performing less well than girls. In the five constituents of writing assessed by the test, girls scored significantly higher in four in both years. Boys did not score significantly higher than girls in any constituent in either year. However, boys wrote significantly more in Year 6 than they had written in Year 5, and this may reflect increases in handwriting attainment. Boys' under-attainment was less pronounced in the persuasive description writing, and they scored significantly higher than girls in Year 5 in three features of this writing. Although a subgroup of the highest-attaining children contained more girls than boys, a detailed analysis did not indicate any girl-boy differences in textual effectiveness, content or language use. Some possible implications for practice and suggestions for further research are provided. (Contains 13 tables and 2 notes.) |
|---|---|
| ISSN: | 0950-0782 |
| DOI: | 10.1080/09500782.2010.502968 |
