Concern for the differences between the sexes in the reading area has prompted the following questions:
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?
2. What factors might be involved in causation and therefore, worth investigating?
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?
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?
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?
6. Just what can be done to alleviate the problem?
This study will investigate these questions.
","abstract_html":"<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>","abstract_has_math":false,"creators":["Johnson, Gail Purvis"],"institution":null,"degree_name":"Master of Education (MEd)","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":["William D. Floyd","Gerald DiMinico","Franklin D. Carlson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1970,"date_issued":"1970-01-01T08:00:00Z","date_published":"1970-01-01T08:00:00Z","updated_at":"2026-07-24T01:37:54Z","subjects":["reading","gender differences","education","elementary education","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.cwu.edu/etd/1429","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["William D. Floyd","Gerald DiMinico","Franklin D. Carlson"]},{"key":"dc:creator","label":"Author","values":["Johnson, Gail Purvis"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-11-25T08:00:00Z"]},{"key":"dc:type","label":"Dc Type","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education (MEd)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["reading","gender differences","education","elementary education","Educational Assessment, Evaluation, and Research"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.cwu.edu/etd/1429"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Concern for the differences between the sexes in the reading area has prompted the following questions:
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?
2. What factors might be involved in causation and therefore, worth investigating?
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?
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?
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?
6. Just what can be done to alleviate the problem?
This study will investigate these questions.
"]},{"key":"dc:title","label":"Title","values":["Sex Differences in the Sixth Grade: An In-depth Study of a Neglected Learning Factor in Reading"]}]}],"canonical_facts":{"dc:contributor":["William D. Floyd","Gerald DiMinico","Franklin D. Carlson"],"dc:creator":["Johnson, Gail Purvis"],"dc:date.available":["2020-11-25T08:00:00Z"],"dc:description.abstract":["Concern for the differences between the sexes in the reading area has prompted the following questions:
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?
2. What factors might be involved in causation and therefore, worth investigating?
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?
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?
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?
6. Just what can be done to alleviate the problem?
This study will investigate these questions.
"],"dc:identifier":["https://digitalcommons.cwu.edu/etd/1429"],"dc:subject":["reading","gender differences","education","elementary education","Educational Assessment, Evaluation, and Research"],"dc:title":["Sex Differences in the Sixth Grade: An In-depth Study of a Neglected Learning Factor in Reading"],"dc:type":["Text"],"thesis:degree_discipline":["Education"],"thesis:degree_name":["Master of Education (MEd)"]},"updated_at":"2026-07-24T01:37:54Z"}