Reading Development from Kindergarten to Age 18: The Role of Gender and Parental Education

IF 3.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Reading Research Quarterly Pub Date : 2023-08-12 DOI:10.1002/rrq.518
Mari Manu, M. Torppa, K. Vasalampi, Marja‐Kristiina Lerkkanen, A. Poikkeus, P. Niemi
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引用次数: 1

Abstract

The gender difference in reading achievement in favor of adolescent girls is a robust finding in the literature, but the evidence is mixed when considering younger children. The present study followed the development of reading skills among Finnish children (N = 1867) from kindergarten age (6 years) to 18 years of age to determine the onset of gender differences and to identify the subskills which present gender differences. Additionally, associations between parents' educational levels and children's reading development from kindergarten to the end of comprehensive school were examined to determine whether the effect of parental education varied by child's gender. The results showed that girls outperformed boys in almost all prereading and reading skills from kindergarten age onwards. The gender difference in reading fluency increased steadily across the school years (Cohen's d = .26–.59) and remained evident also among 18‐year‐olds (d = .42). In terms of reading comprehension, the gender difference was small but increased with age (d = .17–.36). Parents' education levels were associated with children's reading development and children of higher educated parents manifested the best performance. Interaction effects were found between child's gender and their fathers' education levels: lower education levels were associated with poorer PISA reading performance among boys, but not among girls. The results suggest that gender differences in reading performance have an early onset, they increase throughout the school years, and boys of fathers with low education are particularly at risk of falling behind in their development of reading comprehension skill.
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从幼儿园到18岁的阅读发展:性别与父母教育的作用
在文献中,有利于青春期女孩的阅读成绩的性别差异是一个强有力的发现,但在考虑到更年幼的孩子时,证据是混合的。本研究追踪芬兰儿童(N = 1867)从幼儿园年龄(6岁)到18岁的阅读技能发展,以确定性别差异的开始,并确定呈现性别差异的子技能。此外,父母的教育水平与儿童从幼儿园到综合学校结束的阅读发展之间的关系被检查,以确定父母教育的影响是否因儿童的性别而异。结果显示,从幼儿园开始,女孩在几乎所有的预阅读和阅读技能上都优于男孩。阅读流畅性的性别差异在整个学年中稳步增加(Cohen的d = 0.26 - 0.59),在18岁的学生中也很明显(d = 0.42)。在阅读理解方面,性别差异较小,但随着年龄的增长而增加(d = 0.17 - 0.36)。父母的受教育程度与孩子的阅读发展有关,父母受教育程度高的孩子表现出最好的表现。在孩子的性别和父亲的教育水平之间发现了互动效应:较低的教育水平与男孩较差的PISA阅读表现有关,但与女孩无关。研究结果表明,阅读表现的性别差异出现得较早,并在整个学年中不断增加,父亲受教育程度低的男孩在阅读理解技能的发展方面尤其有落后的风险。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
10.50
自引率
4.80%
发文量
32
期刊介绍: For more than 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on literacy among learners of all ages. The leading research journal in the field, each issue of RRQ includes •Reports of important studies •Multidisciplinary research •Various modes of investigation •Diverse viewpoints on literacy practices, teaching, and learning
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