Gender differences in reading ability and attitudes: examining where these differences lie

TLDR

Previous research has focused on gender differences in individual reading factors while neglecting their interrelationships. The study aimed to examine gender differences in how reading ability, reading frequency, and attitudes and beliefs about reading and school are related. A sample of 232 ten‑year‑old children (117 boys) completed a reading comprehension test and a questionnaire on reading frequency, attitudes toward reading and school, competency beliefs, and perceived academic support. Girls scored higher in reading comprehension, read more often, and held more positive attitudes, yet gender differences in reading ability were small and mainly appeared in the relationships between variables, with boys’ reading ability uniquely associated with their attitudes.

Abstract

The aim of this study was to investigate gender differences in the relationship between reading ability, frequency of reading and attitudes and beliefs relating to reading and school. Two hundred and thirty‐two 10‐year‐old children (117 male) completed a reading comprehension test and a questionnaire exploring the following areas: frequency of reading, attitude to reading, attitude to school, competency beliefs and perceived academic support (from peers and teacher). Overall, girls had better reading comprehension, read more frequently and had a more positive attitude to reading and school. However, smaller gender differences were found in reading ability than in attitudes and frequency of reading. Indeed, effect sizes for gender differences in reading were found to be small in this and other studies. Reading ability correlated with both boys' and girls' reading frequency and competency beliefs; however, only boys' reading ability was associated with their attitude to reading and school. Notably, gender differences were found predominantly in the relationship between factors, rather than solely in the factors themselves. Previous research has neglected to study these relationships, and has focused instead on the gender differences found in individual factors. Conclusions are made regarding the applicability of these findings to the school situation.