Gender, Context, and Reading: A Comparison of Students in 43 Countries

By Ming Ming Chiu, C. McBride-Chang. 2006

415 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/4d6cdac70367bfa130fb0dfe282f4f7c9622fe86

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. E. Medford
2. Sarah Logan
3. C. McBride-Chang
4. Minna Torppa
5. D. Lin
6. P. Murphy
7. Jeffrey Alan Greene
8. P. Niemi

In Sociology and Political Science

1. Sarah Logan
2. E. Medford
3. C. McBride-Chang
4. Jeffrey Alan Greene

Citations in the corpus

• Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency, achievement behaviour, leisure reading and homework activity (2018, background): “In addition, Chiu and McBride-Chang (2006) showed that reading enjoyment mediated 42% of the gender effect on reading comprehension.”
• Reading motivation and reading comprehension in Chinese and English among bilingual students (2011, background): “For example, in one study of adolescents in 43 cultures ( Chiu & McBride-Chang, 2006 ), the more peers reported enjoying reading, the more targeted students tended to excel in reading comprehension.”
• Gender differences in the strength of association between motivation, competency beliefs and reading skill (2011, methodology): “the Programme for International Student Assessment (PISA) and the Progress in International Reading Literacy Study (PIRLS); Ming Chiu and McBride-Chang 2006 ; Mullis et al.”
• Development of phonological awareness during the preschool year: the influence of gender and socio-economic status (2012, result): “This result has been obtained in large-scale international comparisons of reading literacy among 10-year-olds as well as among 15-year-olds and show that the gender differences emerge in a wide variety of school systems and cultural settings (see also Chiu & McBride-Chang, 2006; Wagemaker, Taube, ”
• Quality Talk: Developing Students’ Discourse to Promote High-level Comprehension (2018, background): “Indeed, students’ motivation in reading was found to significantly mediate such gender differences (Chiu & McBride-Chang, 2006).”