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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
FullText Text:
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  Data: Writing Attainment in 9- to 11-Year-Olds: Some Differences between Girls and Boys in Two Genres
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  Data: 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
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  Data: 10.1080/09500782.2010.502968
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  Data: 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.)
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