Explaining Girls’ Advantage in Kindergarten Literacy Learning: Do Classroom Behaviors Make a Difference?

By Douglas D. Ready, Laura F. LoGerfo, David T. Burkam, Valerie E. Lee. The Elementary school journal, 2005

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The Development of Gender Achievement Gaps in Mathematics and Reading During Elementary and Middle School (2011, methodology): “Using the IRT-based scale scores, LoGerfo, Nichols, and Reardon (2006) found that males and females both learn considerable amounts (about 80 points in the scale score metric) from kindergarten through third grade in reading, but females learn even more (about 3 points more).”
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. (2009, methodology): “In hierarchical analyses, we controlled for several theoretically important child-level variables associated with skill development: age, gender, parent education, and ethnicity, denoted by Spanish-speaking status (Christian, Bachman, & Morrison, 2001; McLoyd, 1998; Ready et al., 2005).”
Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade (2009, background): “In contrast, girls may have participated more fully than boys in mathematics activities or utilized other resources unmeasured by the initial adjustment measure such as persistence or even a desire to please their female teachers (Ready et al., 2005).”