Gender differences in oral reading fluency: Are there implications for identifying low-progress readers?

Lisa Limbrick, Alison Madelaine, Kevin Wheldall

Research output: Contribution to journalArticle

Abstract

Although there is a large body of research focusing on the importance of oral reading fluency (ORF), fewer studies have examined gender differences or variability of boys’ scores. The purpose of this study was to examine these issues. Approximately 210 students in Years 2 to 5 were assessed on the WARP and TOWRE at three points during the school year. There were no statistically significant gender differences in mean scores or variability on either measure. Boys and girls demonstrated almost identical rates of progress. It is concluded that gender is not a strong or consistent predictor of student performance on measures of ORF.
Original languageEnglish
Pages (from-to)5-23
Number of pages19
JournalSpecial Education Perspectives
Volume20
Issue number2
Publication statusPublished - 2011

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