A META-ANALYSIS OF GENDER DIFFERENCES IN READING ACHIEVEMENT AT THE SECONDARY SCHOOL LEVEL

By P. Lietz. 2006

144 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/0c2e394f8d9f3c8f5b5defcfd49bc0a8bbe5a719

Citations in the corpus

• Girls get smart, boys get smug: Historical changes in gender differences in math, literacy, and academic social comparison and achievement (2017, unknown): “Importantly, these differences are in the same direction as gender differences in achievement (Falch, Torberg, & Naper, 2013; Hyde & Mertz, 2009; Lietz & Petra, 2006; Machin & McNally, 2005; Machin & Pekkarinen, 2008; Marsh & Yeung, 1998; Reilly, Neumann, & Andrews, 2015; Voyer & Voyer, 2014) as…”
• Math Self-Concept, Grades, and Achievement Test Scores: Long-Term Reciprocal Effects Across Five Waves and Three Achievement Tracks (2017, unknown): “Van de gaer, Pustjens, Van Damme, & De Munter, 2006) including reading (Lietz, 2006; Mullis, Martin, Kennedy, & Foy, 2007).”