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Findings indicate that any observed gaps have limited practical impact, and the commonly claimed under-achievement of boys is substantially overstated.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/are-girls-better-readers-than-boys-which-boys-which-girls/597291/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/are-girls-better-readers-than-boys-which-boys-which-girls/597291.png","ImageObject",300,407,{"name":42,"@type":43},"Blue Pony","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What data source is used to analyze gender differences in reading achievement?","Question",{"text":62,"@type":63},"The study uses the reading component of the Ontario Secondary School Literacy Test with a large sample (N=113,050).","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How much of the variance in reading achievement is explained by gender?",{"text":67,"@type":63},"Gender accounts for less than 1% of the variance in reading achievement.",{"name":69,"@type":60,"acceptedAnswer":70},"What conclusion is drawn about the claim that boys underachieve in reading?",{"text":71,"@type":63},"Observed differences are described as having little practical consequence, and the idea that boys underachieve is said to be greatly overstated.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},597291,1792162111,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","ARE GIRLS BETTER READERS THAN BOYS?  \nWHICH BOYS? WHICH GIRLS?  \nBozena White  \nQueen’s University  \nUsing data from the reading component of the Ontario Secondary School Literacy Test (N = 113,050), the effects of gender and curricular track for nine sub‐scores of reading achievement were investigated. Only students indicating that they did not receive additional programming support were included in the analysis. Gender accounted for less than one per cent of variance in reading achievement. Gender differences for each curricular track were in the close‐to‐zero and small range. The results suggest that any observed differences may be of little practical consequences, and that the notion of under‐achievement of boys’ reading achievement has been greatly overstated.  \nKey words: reading achievement, gender, curricular track, Ontario Secondary School Literacy Test  \nUtilisant des données tirées du volet lecture du Test de compétences linguistiques del’Ontario au secondaire (N = 113 050), l’auteure analyse les effets du genre et de larépartition en classes homogènes sur neuf sous‐scores ayant trait à la lecture. Seuls les élèves ayant indiqué qu’ils n’avaient pas reçu un soutien supplémentaire ont été inclus dans l’analyse. Le sexe représentait moins de 1 % de l’écart dans les résultats. Les différences selon le sexe pour chaque groupement selon les aptitudess’approchaient de zéro ou étaient très faibles. Les résultats semblent indiquer que toute différence observée peut n’avoir que peu de conséquences pratiques et que la notion de sous‐performance des garçons en matière de lecture a été grandementexagérée.  \nMots clés : rendement en lecture, genre, répartition en classes homogènes, écoles secondaires de l’Ontario  \n________________________  \nCANADIAN JOURNAL OF EDUCATION 30, 2 (2007): 554‐581  \nARE GIRLS BETTER READERS THAN BOYS? WHICH BOYS? WHICH GIRLS? 555  \nReading is regarded as a fundamental skill necessary for personal learning and intellectual growth. In an increasingly interdependent global world, a literate population is essential not only for a nation’s economic but also its social development. The need for government bodies to monitor and to encourage the development of this skill in the form of large‐scale standardized assessments is increasingly evident at provincial, national, and international levels. Information obtained from these assessments should, in theory, provide data to both policymakers and educators as to how well their students read. Whether this information will, in turn, appropriately inform methods for improving literacy and reading achievement is perhaps less certain.  \nBACKGROUND  \nBased on recent results from large‐scale reading assessments, the present researcher’s concern relates to the consistent observation that girls, on average, surpass boys in their reading abilities. At the international level, girls have been reported to have surpassed boys in both the 1991 International Association’s Evaluation of Educational Achievement (IEA) Reading Literacy Study of 9‐ and 14‐year olds (Elley, 1992), and in the 2001 Programme for International Student Assessment (PISA) of 15‐year olds (OECD, 2001) . In the United States, a comparison of gender differences in the 2002 and 2003 National Assessment in Educational Progress (NAEP, 2004) indicated that at grade 8, the average score for boys declined while girls’ scores increased. At national levels, the Canadian Council of Ministers of Education (CMEC, 1999) reported gender differences in literacy at two age levels: 13‐year‐old and 16‐year‐ old girls consistently outperformed boys in reading test scores. In Ontario (Education and Quality and Accountability Office [EQAO], 2003), the results indicated that boys not only have an overall lower mean than do girls, but also have a higher chance of failing the reading component of the grade‐10 literacy test than do girls. Given the importance of reading with regard to educational and individual development, both ","cbCaisfoaruAi9EZ","https://ap.wps.com/l/cbCaisfoaruAi9EZ","pdf",357399,28,"English","# Background\n## International and national evidence of gender gaps\n## Ontario context and policy concern\n# Suggested explanations and proposed strategies","[{\"question\":\"What data source is used to analyze gender differences in reading achievement?\",\"answer\":\"The study uses the reading component of the Ontario Secondary School Literacy Test with a large sample (N=113,050).\"},{\"question\":\"How much of the variance in reading achievement is explained by gender?\",\"answer\":\"Gender accounts for less than 1% of the variance in reading achievement.\"},{\"question\":\"What conclusion is drawn about the claim that boys underachieve in reading?\",\"answer\":\"Observed differences are described as having little practical consequence, and the idea that boys underachieve is said to be greatly overstated.\"}]","ARE GIRLS BETTER READERS THAN BOYS? WHICH BOYS? WHICH GIRLS? | PDF",1792084753,71]