• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Research Online
    • Journal articles
    • View Item
    • Home
    • Griffith Research Online
    • Journal articles
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • Gender Differences in Reading and Writing Achievement: Evidence From the National Assessment of Educational Progress (NAEP)

    Thumbnail
    View/Open
    ReillyPUB5575.pdf (771.5Kb)
    File version
    Accepted Manuscript (AM)
    Author(s)
    Reilly, David
    Neumann, David L
    Andrews, Glenda
    Griffith University Author(s)
    Neumann, David L.
    Year published
    2019
    Metadata
    Show full item record
    Abstract
    A frequently observed research finding is that females outperform males on tasks of verbal and language abilities, but there is considerable variability in effect sizes from sample to sample. The gold standard for evaluating gender differences in cognitive ability is to recruit a large, demographically representative sample. We examined 3 decades of U.S. student achievement in reading and writing from the National Assessment of Educational Progress to determine the magnitude of gender differences (N = 3.9 million), and whether these were declining over time as claimed by Feingold (1988). Examination of effect sizes found a ...
    View more >
    A frequently observed research finding is that females outperform males on tasks of verbal and language abilities, but there is considerable variability in effect sizes from sample to sample. The gold standard for evaluating gender differences in cognitive ability is to recruit a large, demographically representative sample. We examined 3 decades of U.S. student achievement in reading and writing from the National Assessment of Educational Progress to determine the magnitude of gender differences (N = 3.9 million), and whether these were declining over time as claimed by Feingold (1988). Examination of effect sizes found a developmental progression from initially small gender differences in Grade 4 toward larger effects as students progress through schooling. Differences for reading were small-to-medium (d = −.32 by Grade 12), and medium-sized for writing (d = −.55 by Grade 12) and were stable over the historical time. Additionally, there were pronounced imbalances in gender ratios at the lower left and upper right tails of the ability spectrum. These results are interpreted in the context of Hyde’s (2005) gender similarities hypothesis, which holds that most psychological gender differences are only small or trivial in size. Language and verbal abilities represent one exception to the general rule of gender similarities, and we discuss the educational implications of these findings.
    View less >
    Journal Title
    American Psychologist
    DOI
    https://doi.org/10.1037/amp0000356
    Copyright Statement
    © 2018 American Psycological Association. This article may not exactly replicate the final version published in the APA journal. It is not the copy of record. Reproduced here in accordance with publisher policy. Please refer to the journal link for access to the definitive, published version.
    Note
    This publication has been entered into Griffith Research Online as an Advanced Online Version.
    Subject
    Psychology
    Gender psychology
    Cognitive and computational psychology
    Publication URI
    http://hdl.handle.net/10072/380664
    Collection
    • Journal articles

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E
    • TEQSA: PRV12076

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander