TY - JOUR
T1 - Why do more boys than girls have a reading disability?
T2 - A review of the evidence
AU - Limbrick, Lisa
AU - Wheldall, Kevin
AU - Madelaine, Alison
N1 - Imported on 12 Apr 2017 - DigiTool details were: Journal title (773t) = Australasian Journal of Special Education. ISSNs: 1030-0112;
PY - 2011
Y1 - 2011
N2 - A number of explanations have been proposed in recent years to account for the observed preponderance of boys with a reading disability. The most notable explanations offered for gender differences in reading disability relate to differences in phonemic awareness, auditory processing, behaviour, neurology, variability in cognitive ability and reading motivation. The purpose of this article was to review the available evidence supporting each of these explanations. The impact of confounding variables, including sample selection, sample bias, intelligence, and socioeconomic status was also discussed. Although the different explanations have, to some degree, an impact on overall reading achievement, it does not appear that any single explanation wholly accounts for gender differences in reading ability, and that gender is not a strong or consistent predictor of reading success.
AB - A number of explanations have been proposed in recent years to account for the observed preponderance of boys with a reading disability. The most notable explanations offered for gender differences in reading disability relate to differences in phonemic awareness, auditory processing, behaviour, neurology, variability in cognitive ability and reading motivation. The purpose of this article was to review the available evidence supporting each of these explanations. The impact of confounding variables, including sample selection, sample bias, intelligence, and socioeconomic status was also discussed. Although the different explanations have, to some degree, an impact on overall reading achievement, it does not appear that any single explanation wholly accounts for gender differences in reading ability, and that gender is not a strong or consistent predictor of reading success.
U2 - 10.1375/ajse.35.1.1
DO - 10.1375/ajse.35.1.1
M3 - Article
SN - 1030-0112
VL - 35
SP - 1
EP - 24
JO - Australasian Journal of Special Education
JF - Australasian Journal of Special Education
IS - 1
ER -