Gender Differences in Spelling Achievement in Grades 1 Through 6

Abstract

AbstractIn this study, gender differences in spelling achievement were investigated for students in Grades 1 through 6. Performances of boys and girls on standardized and written spelling tests were compared. Students from high-, medium-, and low-achieving schools in six geographic areas of the United States took both a proofreading-type standardized test and a written spelling test that contained the same words (N = 3, 024). Analyses of variance were performed on average differences across both tests by sex for each grade for all areas. A physical count also was made for both sexes on each word on both tests. Girls scored significantly higher (all p values > .001), resulting in the conclusion that girls spell better than boys at all grade levels on both kinds of tests. Causes of gender differences, including possible cross-cultural differences, and effective classroom strategies must yet be determined.