Gender differences in reading ability and attitudes: examining where these differences lie

By Sarah Logan, R. Johnston. 2009

446 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e8f2edf07c9937b9da44eea4799190f6ca46c73b

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Examining Faculty Perception of Their Readiness to Teach Online (2019, background): “Several researchers have examined the relationships between attitude, ability, and readiness (Bayram & Comek, 2009; Logan & Johnston, 2009; Rollnick, Mason, & Butler, 1999).”
Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades (2016, unknown): “This is noteworthy because several studies have demonstrated gender differences in reading motivation, reading amount, and reading competence (e.g., Baker & Wigfield, 1999; Logan & Johnston, 2009).”
Investigating gender differences in reading (2010, background): “In addition, substantial gender differences are consistently found in reading attitudes and motivation; both of which are associated with reading achievement (McKenna, Kear, and Ellsworth 1995 ; Wang and Guthrie 2004 ; Morgan and Fuchs 2007 ; Logan and Johnston 2009 ).”
Classroom organization and teacher stress predict learning motivation in kindergarten children (2010, background): “Girls have been shown to perform better than boys in reading (Leppänen et al. 2008; Logan and Johnston 2009) and to have more motivation than boys in languages (Eccles et”
Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits (2014, unknown): “While females report reading more frequently than males (Anderson et al., 1988; Coles & Hall, 2002; Logan & Johnston, 2009), in both childhood and adolescence, gender differences have also been found in reading choices (Coles & Hall, 2002; Hughes-Hassell & Rodge, 2007; McGeown, 2013; Merisuo-Storm,…”
Reading Anxiety: An Early Affective Impediment to Children’s Success in Reading (2018, background): “Girls’ increased endorsement of positive reading affect is in line with previous research showing that girls, as a group, tend to report higher enjoyment of reading and identify themselves more with reading than boys (Logan & Johnston, 2009).”
The School Age Gender Gap in Reading Achievement: Examining the Influences of Item Format and Intrinsic Reading Motivation. (2015, background): “Considering intrinsic reading motivation, there is a considerable gender gap in favor of girls across all ages (United Kingdom: McGeown, Goodwin, Henderson, & Wright, 2012 ; United States: McKenna, Conradi, Lawrence, Jang, & Meyer, 2012 ; Mucherah & Yoder, 2008 ; international: Mullis et al., 2012 ”
Gender Differences in Reading Motivation: Does Sex or Gender Identity Provide a Better Account?. (2012, unknown): “…that while sex differences are frequently found in the domain of reading, some research studies find no sex differences in reading motivation (Meece & Miller, 1999; Wigfield & Guthrie, 1997), or highlight that differences which were found were small (Durik et al., 2006; Logan & Johnston, 2009).”
Gender differences in the strength of association between motivation, competency beliefs and reading skill (2011, result): “A recent study found that whilst children's attitudes towards reading and school were significantly associated with their reading skill, when analysis was carried out separately for boys and girls, only boys' attitudes continued to be significantly associated with their level of reading skill, girls”
Exploring intrinsic and extrinsic reading motivation among very good and very poor readers (2012, background): “For example, Logan and Johnston ( 2009 ) and Logan and Medford ( 2011 ) argued that for boys in particular, identifying ways to increase their attitudes to reading and reading motivation may be particularly important, given that their attitudes and motivation are more closely associated with their r”