Gender Differences in Reading Motivation: Does Sex or Gender Identity Provide a Better Account?.

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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): “These findings suggest that the discussion regarding the practical relevance of boy–girl differences in reading is just (e.g., Hyde & Linn, 1988; Jimenez et al., 2011; McGeown et al., 2012; Moll et al., 2014).”
Adolescents’ motivation for reading: group differences and relation to standardized achievement (2014, background): “aspects of intrinsic motivation and value for reading than do adolescent boys (Baker & Wigfield, 1999; Lau, 2009a; McGeown et al., 2012; Mucherah & Yoder, 2008; Unrau & Schlackman, 2006; Wigfield et al., 2012).”
A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students (2020, result): “In addition, some studies have reported contradictory findings when comparing students based on reading ability, with no significant group differences on measures of motivation (e.g., Lau & Chan, 2003; McGeown et al., 2012).”