Gender Differences in Reading Impairment and in the Identification of Impaired Readers

Abstract

Reading impairment is more common in males, but the magnitude and origin of this gender difference are debated. In a large-scale study of reading impairment among 491,103 beginning second-graders, gender differences increased with greater severity of reading impairment, peaking at a ratio of 2.4:1 for a broad measure of fluency and a ratio of 1.6:1 for a narrow measure of decoding. Results from three tests indicate that gender differences in reading impairment are attributable primarily to male vulnerability rather than ascertainment bias. Correspondence between identification as an impaired reader by our study criteria and school identification as learning disabled was poor overall and worse for girls: Only 1 out of 4 boys and 1 out of 7 girls identified as reading impaired in our study was school identified as learning disabled.

Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State Nigeria Adetoun

“…Hawke et al (2009) in conclusion rationalised that there could be wide variations in the ratio of males and females with reading difficulties. Quinn and Wagner (2013) in aligning with the observation of Hawke et al (2009) agreed that reading impairment is more prevalent in males than females. Quinn and Wagner (2013) also opined that the reasons for the difference are debatable.…”

“…Quinn and Wagner (2013) in aligning with the observation of Hawke et al (2009) agreed that reading impairment is more prevalent in males than females. Quinn and Wagner (2013) also opined that the reasons for the difference are debatable.…”

Effect of Inclusion Versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon

“…However, ascertainment bias could take place as boys with reading problems are more likely than girls to show disruption resultant from their reading problem (Quinn & Wagner, 2015). Reading difficulties and behavior problems are more common in boys than in girls (McIntosh, Reinke, Kelm, & Sadler, 2013).…”

Visual processing skill barriers in students with Arabic as a first language

“…There were also no significant differences between the male and the female students. This is to be expected; although non-verbal learning disabilities are more common in males than females (Quinn & Wagner, 2015) a difference was not expected in this study which is looking at a lack of learnt skills as opposed to disability. Although there is usually a separation of genders in education in the UAE, there is no reason to suspect the education experiences would be different between males and females.…”