Gender differences in early literacy: Analysis of kindergarten through fifth-grade Dynamic Indicators of Basic Early Literacy Skills probes

School Psychology Review

Volumn 39, Issue 2, 2010, Pages 240-257

  Below, Jaime L ^a   Skinner, Christopher H ^b   Fearrington, Jamie Y ^c   Sorrell, Christy A ^d  

^a MONROE CARELL JR CHILDREN S HOSPITAL AT VANDERBILT   (United States)

^b UNIVERSITY OF TENNESSEE   (United States)

^c APPALACHIAN STATE UNIVERSITY   (United States)

^d Little Tennessee Valley Educational Cooperative ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77955668560     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (58)

1. Aaron, P. G. (1982). The neuropsychology of developmental dyslexia. In R. N. Malatesha & P. G. Aaron (Eds.), Reading disorders: Varieties and treatments (pp. 5-61). New York: Academic Press.
2. Adams, M. (1990). Beginning to read: Thinking and learning about print: A summary. Champaign-Urbana, IL: Center for the Study of Reading.
3. Ayers, L. (1909). Laggards in our schools. New York: Russell Sage Foundation.
4. Badian, N. A. (2001). Phonological and orthographic processing: Their roles in reading prediction. Annals of Dyslexia, 51, 179-202.
5. Bank, B. J., Biddle, B. J., & Good, T. L. (1980). Sex roles, classroom instruction, and reading achievement. Journal of Educational Psychology, 72, 119-132.
6. Berger, M., Yule, W., & Rutter, M. (1975). Attainment and adjustment in two geographical areas. II-The prevalence of specific reading retardation. British Journal of Psychiatry, 126, 510-519.
7. Brozo, W. G. (2002). To be a boy, to be a reader. Newark, DE: International Reading Association.
8. Camarata, S., & Woodcock, R. (2006). Sex differences in processing speed: Developmental effects in males and females. Intelligence, 34, 231-252.
9. Chatterji, M. (2006). Reading achievement gaps, correlates, and moderators of early reading achievement: Evidence from the Early Childhood Longitudinal Study (ECLS) kindergarten to first grade sample. Journal of Educational Psychology, 98, 489-507.
10. Cipielewski, J., & Stanovich, K. E. (1992). Predicting growth in reading ability from children's exposure to print. Journal of Experimental Child Psychology, 54, 74-89.
11. Clary, L. (2001). Getting adolescents to read. Journal of Reading, 34, 340-345.
12. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
13. Coles, M., & Hall, C. (2001). Gendered reading: Learning from children's reading choices. Journal of Research in Reading, 25, 96-108.
14. Coutinho, M. J., & Oswald, D. P. (2005). State variation in gender disproportionality in special education: Findings and recommendations. Remedial and Special Education, 26, 7-15.
15. Daly, E. J., Chafouleas, S., & Skinner, C. H. (2005). Interventions for reading problems: Designing and evaluating effective strategies. New York: The Guilford Press.
16. Das, J. P., Kirby, J. R., & Jarman, R. F. (1979). Simultaneous and successive cognitive processes. New York: Academic Press.
17. Davenport, E. C., Davision, M. L., Chan, C. K., Choi, J., Guven, K., Harring, J., et al. (2002). The Minnesota Basic Skills Test: Performance gaps for 1996 to 2001 on the reading and mathematics tests, by gender, ethnicity, limited English proficiency, individualized education plans, and socio-economic status. Minneapolis: Office of Educational Accountability, College of Education and Human Development, University of Minnesota.
18. Denton, K., & West, J. (2002). Children's reading and mathematics achievement in kindergarten and first grade (NCES-2002-125). Washington, DC: National Center for Education Statistics.
19. DIBELS Reliability Data. (2007). Retrieved May 23, 2007, from http://dibels.uoregon.edu/measures/nwf. php
20. Elliott, J., Lee, S. W., & Tollefson, N. (2001). A reliability and validity study of the Dynamic Indicators of Basic Early Literacy Skills-Modified. School Psychology Review, 30, 33-49.
21. Flannery, K. A., Liederman, J., Daly, L., & Schultz, J. (2000). Male prevalence for reading disability is found in large sample of black and white children free from ascertainment bias. Journal of the International Neuropsychological Society, 6, 433-442.
22. Gates, A. I. (1961). Sex differences in reading ability. The Elementary School Journal, 61, 431-444.
23. Geschwind, N., & Behan, P. (1982). Left-handedness: Association with immune disease, migraine, and developmental learning disorder. Proceedings of the National Academy of Science, 79, 5097-5100.
24. Good, R. H., Wallin, J., Simmons, D. C., Kame'enui, E. J., & Kaminski, R. A. (2002). System-wide percentile ranks for DIBELS benchmark assessment (Technical Report 9). Eugene: University of Oregon.
25. Herz, S. K., & Gallo, D. (1996) From Hinton to Hamlet: Building bridges between young adult literature and the classics. Westport, CT: Greenwood Press.
26. Hintze, J. M., & Shapiro, E. S. (1997). Curriculum-based measurement and literature-based reading: Is curriculum-based measurement meeting the needs of changing reading curricula? Journal of School Psychology, 35, 351-357.
27. Holbrook, H. T. (1988). Sex differences in reading: Nature or nurture? Journal of Reading, 31, 574-577.
28. Howell, K. W., & Nolet, V. (2000). Curriculum-based evaluation: Teaching and decision making (3rd ed.). Belmont, CA: Wadsworth.
29. Jenkins, J. R., & Jewell, M. (1993). Examining the validity of two measures for formative teaching: Reading aloud and maze. Exceptional Children, 59, 421-432.
30. Johnston, R., Anderson, M., & Holligan, C. (1996). Knowledge of the alphabet and explicit awareness of phonemes in pre-readers: The nature of the relationship. Reading and Writing: An Interdisciplinary Journal, 8, 217-234.
31. Klecker, B. M. (2006). The gender gap in NAEP fourth-, eighth-, and twelfth- grade reading scores across years. Reading Improvement, 43, 50-56.
32. Leinhardt, G., Seewald, A., & Engel, M. (1979). Learning what's taught: Sex differences in instruction. Journal of Educational Psychology, 71, 432-439.
33. Libsch, M. K., & Breslow, M. (1996). Trends in nonassigned reading by high school seniors. NASSP Bulletin, 80, 111-116.
34. Lovell, K., Shapton, D., & Warren, N. (1964). A study of some cognitive and other disabilities in backwards readers of average intelligence as assessed by a nonverbal test. British Journal of Educational Psychology, 34, 58-64.
35. Marston, D. B. (1989). A curriculum-based measurement approach to assessing academic performance: What it is and why we do it. In M. R. Shinn (Ed.), Curriculumbased measurement: Assessing special children (pp. 18-78). New York: Guilford Press.
36. Millard, E. (1997). Differently literate: Gender identity and the construction of the developing reader. Gender and Education, 9, 31-48.
37. Naglieri, J. A., & Rojahn, J. (2001). Gender differences in planning, attention, simultaneous, and successive (PASS) cognitive processes and achievement. Journal of Educational Psychology, 93, 430-437.
38. Naour, P. J. (2001). Brain/behavior relationships, gender differences, and the learning disabled. Theory Into Practice, 24, 100-104.
39. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching children to read (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
40. Nippold, M. A., Duthie, J. K., & Larson, J. (2005). Free time preferences of older children and young adolescents. Language, Speech, and Hearing Services in Schools, 36, 93-102.
41. Organization for Economic Cooperation and Development. (2001). First results from the OECD Program for International Student Assessment (PISA) 2000. Paris: OECD Publishing.
42. Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40, 184-202.
43. Paris, S. G., & Turner, J. G (1994). Situated motivation. In P. R. Pintrich, D. R. Brown, & C. E. Weinstein (Eds.), Student motivation, cognition, and learning: Essays in honor of Wilbert J. McKeachie (pp. 213-237). Hillsdale, NJ, England: Lawrence Erlbaum Associates.
44. Pugh, K. R., Mencl, W. E., Jenner, A. R., Lee, J. R., Katz, L., Frost, S. J., et al. (2001). Neuroimaging studies of reading development and reading disability. Learning Disabilities Research & Practice, 16, 240-249.
45. Rego, A. M. (2006). The alphabetic principle, phonics, and spelling: Teaching students the code. New York: Guilford Publications.
46. Schumm, J. J. (Ed.). (2006). Reading assessment and instruction for all learners. New York: Guilford Press.
47. Scott Foresman. (2004). Scott Foresman Reading. Glenview, IL: Author.
48. Shanahan, T. (2005). The National Reading Panel Report: Practical advice for teachers. Naperville, IL: Learning Point Associates.
49. Shaw, R., & Shaw, D. (2002). DIBELS oral reading fluency-based indicators of third-grade reading skills for Colorado State Assessment Program (CSAP) (Technical Report). Eugene: University of Oregon.
50. Shinn, M. R., Good, R. H., Knutson, N., Tilly, W. D., & Collins, V. L. (1992). Curriculum-based measurement of oral reading fluency: A confirmatory analysis of its relation to reading. School Psychology Review, 21, 459-479.
51. Skinner, G H., Logan, P., Robinson, S. L., & Robinson, D. H. (1997). Myths and realities of modeling as a reading intervention: Beyond acquisition. School Psychology Review, 26, 437-447.
52. Skinner, G H., Neddenriep, G E., Bradley-Klug, K. L., & Ziemann, J. M. (2002). Advances in curriculum-based measurement: Alternative rate measures for assessing reading skills in pre- and advanced readers. Behavior Analyst Today, 3, 270-281.
53. Waber, D. P. (1979). Cognitive abilities and sex-related variations in the maturation of cerebral cortical functions. In M. A. Wittig & A. G Peterson (Eds.), Sexrelated differences in cognitive functioning (pp. 161-186). New York: Academic Press.
54. Wehmeyer, M. L., & Schwartz, M. (2001). Disproportionate representation of males in special education services: Biology, behavior, or bias? Education and Treatment of Children, 24, 28-45.
55. West, J., Denton, K., & Germino-Hausken, E. (2000). America's kindergartners: Findings from the Early Childhood Longitudinal Study, kindergarten class of 1998-1999, Fall 1998 (NCES-2000-070). Washington, DC: National Center for Educational Statistics.
56. Wilson Reading System. (2002). Fundations. Retrieved June 2, 2009, from the Wilson Language Web site: http://www.wilsonlanguage.com
57. Witelson, S. F. (1976). Sex and the single hemisphere: Specialization of the right hemisphere for spatial processing. Science, 193, 425-427.
58. Woodcock, R. W., & Johnson, M. B. (1989). WoodcockJohnson Psycho-Educational Battery-Revised Allen, TX: DLM.