Gender Differences in Reading Skill and Problem Behavior in Elementary School

McIntosh, Kent; Reinke, Wendy M.; Kelm, Joanna L.; Sadler, Carol

doi:10.1177/1098300712459080

Cited by 23 publications

(25 citation statements)

References 51 publications

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“…The study findings don't also endorse those of McIntosh, Reinke, Kelm, and Sadler (2013) and DiPrete and Jennings (2012) who indicated that reading difficulties are more common in boys than in girls, and Girls differ from boys in their social functioning since, due to academic gender gap, they could demonstrate stronger social and behavioral skills than those of young boys.…”

Section: Discussioncontrasting

confidence: 48%

“…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). Girls differ from boys in their social functioning (DiPrete & Jennings, 2012).…”

Section: Dyslexia and Gender Gap In Reading Difficultiesmentioning

confidence: 99%

“…Gender should be considered when psychosocial functioning is addressed. Girls demonstrate stronger social and behavioral skills than those of young boys, so there will be academic gender gap as girls could outperform boys in reading achievement (McIntosh, Reinke, Kelm, & Sadler, 2013;DiPrete & Jennings, 2012).…”

Section: Dyslexia and Gender Gap In Reading Difficultiesmentioning

confidence: 99%

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

Awada¹

2017

ELT

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This study reports the relative effectiveness of the inclusion theory when the combined strategy instruction on improving the reading comprehension of narrative and expository texts for students with dyslexia is implemented. A total sample of 298 students of English as a foreign language from both public and private schools participated in the study which employed a pre-test-post-test control group design to investigate the efficacy of combined strategy instruction consisting of Graphic organizers, Visual displays, Mnemonic illustrations, Computer exercises, Prediction, Inference, Text structure awareness, Main idea identification, Summarization, and Questioning. The study concluded that combined strategy instruction in the field of the inclusion theory is more effective than regular instruction in improving reading comprehension when using narrative texts, but there's no difference, when using expository texts. There was no significant difference neither by gender nor by school types in all the grade levels under study.

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Section: Discussioncontrasting

confidence: 48%

Section: Dyslexia and Gender Gap In Reading Difficultiesmentioning

confidence: 99%

Section: Dyslexia and Gender Gap In Reading Difficultiesmentioning

confidence: 99%

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

Awada¹

2017

ELT

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“…Children who read proficiently by Grade 3 are more likely to graduate from high school (Hernandez, 2012). Conversely, poor reading ability has been linked to behavioral difficulties at school (Halonen, Aunola, Ahonen, & Nurmi, 2006; McIntosh, Reinke, Kelm, & Sadler, 2013). Prosocial skills are also key to school readiness, and individuals who show greater prosocial skills at school entry are more likely to graduate from high school, complete college, and obtain full and stable employment in young adulthood (Jones, Greenberg, & Crowley, 2015).…”

Section: Introductionmentioning

confidence: 99%

Decreasing risk factors for later alcohol use and antisocial behaviors in children in foster care by increasing early promotive factors

Pears

Kim

Fisher

2016

Children and Youth Services Review

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Children in foster care are at high risk for poor psychosocial outcomes, including school failure, alcohol and other substance abuse, and criminal behaviors. Promoting healthy development by increasing broad-impact positive skills may help reduce some of the risk factors for longer-term negative outcomes. School readiness has been linked to a number of positive outcomes across childhood, adolescence, and adulthood, and may also boost intermediary positive skills such as self-competence. This paper presents findings from a longitudinal study involving 192 children in foster care who were 5 years old at the start of the study. They participated in a randomized controlled trial of a school readiness program to prepare them for kindergarten. Outcomes were assessed at third grade (9 years old) on variables associated with risk for later involvement in substance use and delinquency. These included positive attitudes towards alcohol use, positive attitudes towards antisocial behaviors, and involvement with deviant peers. Results showed that the intervention decreased positive attitudes towards alcohol use and antisocial behaviors. Further, the mediating role of children’s self-competence was tested. The intervention positively influenced children’s third-grade self-competence, which in turn, decreased their involvement with deviant peers. Findings suggest that promoting school readiness in children in foster care can have far-reaching, positive effects and that increased self-competence may be a mechanism for reducing risk.

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“…Being a proficient reader and being able to extract meaning from text is crucial for academic achievement in most theoretical school subjects (García-Madruga, Vila, Gómez-Veiga, Duque, & Elosúa, 2014; National Assessment Governing Board, 2013). Thus, together, social functioning and reading proficiency are important for a child's wellbeing and academic performance (McIntosh, Reinke, Kelm, & Sadler, 2012;OECD, 2015). Mastering the skills of social functioning and reading will not only allow children to develop social and academic competence in school Stewart, Benner, Martella, & Marchand-Martella, 2007), but also prepare them for successful participation in society and the workplace (Heckman, 2000(Heckman, , 2011 NOU, 2015:8).…”

mentioning

confidence: 99%

Assessing Children’s Social Functioning and Reading Proficiency: A Systematic Review of the Quality of Educational Assessment Instruments Used in Norwegian Elementary Schools

Arnesen

Braeken

Ogden

et al. 2018

Scandinavian Journal of Educational Research

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Social functioning and reading proficiency are critical for success in school and society. Therefore, identifying children with such problems is important. This study had 2 parts: first, a random sample of 234 elementary schools was surveyed about which instruments they use to assess reading proficiency and social functioning. Second, a systematic review of the quality of these instruments was conducted using international standards for examining the quality of assessment instruments. The survey showed that schools more often assessed and had more instruments available for reading than for social functioning. The systematic review of the assessment instruments used revealed that the psychometric qualities of many was weak or undocumented, while the dimensions of test material quality were generally good. The findings demonstrate a need for a more thorough examination of the psychometric properties of assessment instruments to be used in school. ARTICLE HISTORYReceived 9 February 2017 Accepted 15 November 2017 KEYWORDS Social functioning; reading proficiency; systematic review; educational assessment; psychometric quality Everyday decisions that impact children's social and academic development are based on information derived from a variety of educational assessments conducted in schools. Such decisions can influence children's curricula and whether a child receives additional support to prevent and ameliorate difficulties or receives a referral to educational psychology services for further diagnostics and special education. Thus, assessments are important for instructional decisions that may have a great impact on children's learning and wellbeing.It is reported that 15-20% of Norwegian children in Grades 1 to 10 are facing social emotional (i.e., anxiety, conduct disorders, depression) and/or academic (i.e., reading, math) difficulties that impact their academic success (Kunnskapsdepartementet [The Norwegian Ministry of Education], 2009, 2017). Moreover, 20% of children have a special requirement for more intensive support than their peers to succeed socially and/or academically (Kunnskapsdepartementet [The Norwegian Ministry of Education], 2017). Because social functioning and reading proficiency are strongly related to future life outcomes for students at risk, promoting such skills is crucial (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011;Gustafsson et al., 2010;OECD, 2015).Compared with the USA and the UK, Norway began using systematic assessments in schools relatively recently. Additionally, Norway, like many other European countries, faces a disadvantage in regard to the development of educational assessment instruments because it has a small population © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http:// creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduc...

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Gender Differences in Reading Skill and Problem Behavior in Elementary School

Cited by 23 publications

References 51 publications

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

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

Decreasing risk factors for later alcohol use and antisocial behaviors in children in foster care by increasing early promotive factors

Assessing Children’s Social Functioning and Reading Proficiency: A Systematic Review of the Quality of Educational Assessment Instruments Used in Norwegian Elementary Schools

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