Sex Differences in the Sixth Grade: An In-depth Study of a Neglected Learning Factor in Reading

<p>Concern for the differences between the sexes in the reading area has prompted the following questions:</p> <p> 1. If there is an obvious difference between the sexes in the area of reading achievement, why is it that sex differences are not considered a pertinent learning factor?</p> <p>2. What factors might be involved in causation and therefore, worth investigating?</p> <p>3. More specifically, how do boys differ from girls in their response to the situation called ''learning to read?" Is there a relevant developmental or related neurological difference?</p> <p>4. What factors within the school situation might be significant? Do reading programs accommodate possible differences in interests and attitudes between the sexes? How important is the teacher's attitude?</p> <p>5. If sex differences are taken into consideration as a learning factor, how viable might this be in planning grouping procedures and could accommodation for sex differences be a part of planning for provision for individual differences?</p> <p>6. Just what can be done to alleviate the problem?</p> <p>This study will investigate these questions.</p>

Name thesis:degree_name

Master of Education (MEd)

Discipline thesis:degree_discipline

Education

Year dc:date.available

1970

Author dc:creator

• Johnson, Gail Purvis

Contributors dc:contributor

• William D. Floyd
• Gerald DiMinico
• Franklin D. Carlson

• reading
• gender differences
• education
• elementary education
• Educational Assessment, Evaluation, and Research

Repository record dc:identifier

https://digitalcommons.cwu.edu/etd/1429

OAI identifier oai:identifier

oai:digitalcommons.cwu.edu:etd-2454