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1.
ABSTRACT

Three studies were conducted to examine individual differences among young children in the extent of use of alternative cognitive processes for word reading. The expectation was that boys, of the same reading attainment level as girls, tend to rely more than girls on access to phonological segments of words. In Study I a predicted pattern of gender differences was tested with 87 seven-year-old children reading pseudohomophones graphemicalty different and graphemically similar to lexically matched words. In Study II predicted differences were tested with the same children reading words of regular and exception grapheme-phoneme relationships. For 84 six-year-old children in Study III predicted differences were examined in the relationship of word reading accuracy to phonological consistency of initial segments of words. The results of the three studies supported the expectation.  相似文献   

2.
Abstract

This study was an investigation of items on the Peabody Picture Vocabulary Test (PPVT) to ascertain if verbal responses to items missed indicated that the concept was familiar at the same level of abstraction as the word in the PPVT. One hundred 8-year-old children-25 black boys, 25 black girls, 25 white boys, and 25 white girls-were administered Form A of the PPVT. Eighty-eight children responded verbally to the pictures of the stimulus words missed. Data were analyzed by means of a two-way analysis of variance. A chi square test of significance was used to determine significance level of difference between items for each group. Judges analyzed verbal responses to determine if responses elicited were 1) at the same level of abstraction as the stimulus word, 2) considered to be synonymous to the stimulus word, and 3) indicated the student's understanding of the concept signified by the word. A total of 23 words were identified as being missed disproportionately by one group more than the other. Verbal responses indicated that the concept was familiar for 16 items and unfamiliar for three items. Of the remaining four items, there was indication of differences among the groups.  相似文献   

3.
A comparison was made of 10-year-old boys and girls who had learnt to read by analytic or synthetic phonics methods as part of their early literacy programmes. The boys taught by the synthetic phonics method had better word reading than the girls in their classes, and their spelling and reading comprehension was as good. In contrast, with analytic phonics teaching, although the boys performed as well as the girls in word reading, they had inferior spelling and reading comprehension. Overall, the group taught by synthetic phonics had better word reading, spelling, and reading comprehension. There was no evidence that the synthetic phonics approach, which early on teaches children to blend letter sounds in order to read unfamiliar words, led to any impairment in the reading of irregular words.  相似文献   

4.
Abstract

The reasons why girls avoid science subjects were studied by comparing three groups of girls and three groups of boys in the Norwegian secondary school who opted for physics, biology/chemistry and non‐science subjects, respectively. On the basis of documented data on their level of attainment in science subjects, and questionnaire data on confidence in science achievement, attitudes towards the sciences and job priorities, the “hard’ science girls proved to be more confident and laid more stress upon income and leadership than the other groups of girls. No differences between the groups’ attitudes towards science were found. The ‘hard’ science group of girls performed better than the boys in the science subjects and they stressed the importance of income in their future job as much as did the boys. These findings suggest that girls make rational educational choices based on their perception of their own aptitude for science and on their future occupational plans.  相似文献   

5.
Abstract

An investigation of the hypothesis: Children who select unconventional (U) careers have more creative ability than those who select conventional (C) ones. C or U careers were determined by frequency of occupational choice of 609 sixth grade children. Measures of creativity were the Minnesota Tests of Creative Thinking. Using t tests at the .05 level of confidence, U boys were compared against C boys and U girls against C girls on four different measures of creativity. While ail U groups scored higher than C groups on the creativity measures (with one exception), the results were statistically significant only for nonverbal elaboration. The results partially confirm the hypothesis and simultaneously provide evidence of the validity of the Minnesota tests. The norms on occupational choice contribute to identifying the developmental sequence of career aspirations.  相似文献   

6.

The aim of this study was to evaluate attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. The results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. These differences were at moderate level. In single-sex schools, the girls achieved moderately better in science than the boys despite their attitudes were only marginally better than the boys. However, there were no gender differences in attitudes towards and achievement in science of students in coeducational schools. The attitudes towards and achievement in science of girls in single-sex schools were moderately better than those of girls in coeducational schools. Whereas the attitudes towards and achievement in science of boys in single-sex schools were only marginally better than the boys in coeducational schools. However, further research to investigate (a) if these differences are repeated at other levels as well as in other subjects, and (b) the extent to which school type contributed towards these differences is recommended.  相似文献   

7.
Abstract

The authors examined the perceptions of preadolescent boys and girls regarding the characteristics of their significant teachers. Israeli elementary school students (N = 408; approximately 48% girls and 52% boys) studying in 5th and 6th grades, participated in this study. The findings showed that significant teachers were characterized as being, in descending order, learning facilitators, reliable, supporters, challengers, and antagonist individuals. They resembled, in descending order, an individual who will be missed in the future, a friend, a policeman or policewoman, and a mother. Significant differences were found between boys and girls: Boys more often characterized their significant teachers as being antagonist. Nevertheless, the size effects were modest. Our findings allude to the large potential influence that teachers may have on their preadolescent students.  相似文献   

8.
ABSTRACT

Moral pride has been found to be a positive component of moral life. Nevertheless, this emotion has been the object of little attention and hardly any studies focus on gender differences in this regard. Is this emotion more intense in girls than in boys? Five studies on authentic moral pride, with sample groups in different age ranges (two with children and the other three with adolescents) and using different measures (moral pride scales and vignettes), were carried out to answer this question. When significant (Study 5, with adolescents) or marginally significant (Study 2, with children, and Study 3, with adolescents) differences were observed, they were always in favor of girls, but were fairly small. In the discussion, these results are interpreted in light of the feeling rules about pride in general and a series of guidelines are suggested for children’s education.  相似文献   

9.
Text comprehension requires readers to mentally simulate the described situation by reactivating previously acquired sensory and motor information from (episodic) memory. Drawing upon research demonstrating gender differences, favouring girls, in tasks involving episodic memory retrieval, the present study explores whether gender differences exist in mental simulation in children (Grades 4 to 6). In Experiment 1, 99 children performed a sentence–picture verification task measuring mental simulation at sentence level. In Experiment 2, 97 children completed a lexical decision task in which imageability of words was manipulated to measure mental simulation at word level. Only for girls we found faster reaction times for matching versus mismatching sentence–picture pairs (Experiment 1) and high‐imageability versus low‐imageability words (Experiment 2). The results suggest that girls construct more coherent and vivid mental simulations than boys and rely more heavily on these representations. The results emphasize the importance of including gender into reading comprehension research. [Correction added on 13 June 2016, after first online publication: The affiliation of author “Björn B. de Koning” was previously wrong and has been corrected in this current version.]  相似文献   

10.
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11.
Abstract

One hundred and thirty-four children in grades 1-6 were administered a reading altitude inventory to ascertain if altitudes changed as boys and girls progressed through the grades. Results indicated no altitude changes from grades 1-3 nor between grades 5 and 6. A difference was found between grades 4 and 5 that appeared attributable to a more positive attitude toward nonclassroom-type reading in grade 5. Sex differences approaching statistical significance favored girls; however, no interaction between sex and grade level were reported.  相似文献   

12.
Abstract

Anthropomorphism as a cue in word learning was investigated in relation to illustration and no picture cue conditions in trials to criterion and word memory tasks with kindergarten children. The study and test trials format of the study replicated similar studies hut employed unique anthropomorphic cues with similar and dissimilar words. Analysis of variance w as used to investigate differences among training conditions (anthropomorphic, illustration, and no picture) and word types (similar and dissimilar). Significant differences were found between similar and dissimilar word types with the dissimilar words being learned more easily. Significant differences were found between training conditions w ith the anthropomorphic cues leading to enhanced learning and retention for both similar and dissimilar words.  相似文献   

13.
Abstract

This study examines four of the most commonly-used core mathematics curricula in the USA for evidence of support for research-based instructional strategies for mathematics vocabulary in first and second grade. Content analyses of the teachers’ editions of two units for each grade level were analyzed per curriculum (n?=?16). Statistically significant differences among curricula were found for number of target words (range 6–51 per unit), level of difficulty of terms (basic to technical), and number of support strategies per word. Multiple means of representation varied in terms of verbal and non-verbal strategies for target terms. These differences indicate children are experiencing substantially different mathematics vocabulary learning opportunities, which may impact later mathematics achievement. Implications for practice, curriculum development, and future research are addressed.  相似文献   

14.
A survey of primary schools in England found that girls outperform boys in English across all phases (Ofsted in Moving English forward. Ofsted, Manchester, 2012). The gender gap remains an on-going issue in England, especially for reading attainment. This paper presents evidence of gender differences in learning to read that emerged during the development of a reading scheme for 4- and 5-year-old children in which 372 children from Reception classes in sixteen schools participated in 12-month trials. There were three arms per trial: Intervention non-PD (non-phonically decodable text with mixed methods teaching); Intervention PD (phonically decodable text with mixed methods teaching); and a ‘business as usual’ control condition SP (synthetic phonics and decodable text). Assignment to Intervention condition was randomised. Standardised measures of word reading and comprehension were used. The research provides statistically significant evidence suggesting that boys learn more easily using a mix of whole-word and synthetic phonics approaches. In addition, the evidence indicates that boys learn to read more easily using the natural-style language of ‘real’ books including vocabulary which goes beyond their assumed decoding ability. At post-test, boys using the nonphonically decodable text with mixed methods (Intervention A) were 8 months ahead in reading comprehension compared to boys using a wholly synthetic phonics approach.  相似文献   

15.
Abstract

This study investigated sex and grade differences of 503 disadvantaged students in kindergarten to grade three on behavioral traits delineated by orthogonal factor analysis. Six factors were extracted and factor scores used as dependent variables in univariate analyses of variance. Primary results indicated that a) creativity indices among disadvantaged students in the sample decreased steadily from kindergarten to grade three, and b) contrary to research conducted with general population $s, girls in the sample exhibited more aggressive behavior than boys and were no more dependent on the teacher than the boys. Possible explanations and implication are discussed.  相似文献   

16.
Abstract

Fifty-five poverty-area children at the completion of a full-year pre-kindergarten program were compared with forty - seven same-aged children from a similar socio-economic area who had no pre-kindergarten experience. The children with preschooling scored significantly higher on the Stanford-Binet (P equals .001) and on the Peabody Picture Vocabulary Test (P equals .05). Virtually all of this difference, however, was accounted for by the girls with pre-kindergarten schooling who scored significantly higher (P equals .001) than boys with the same schooling. These boys scored only slightly higher than those with no schooling and at about the same level as girls with no school experience.  相似文献   

17.
The purpose of this theoretically-based study was to examine the effects of yellow-highlighting ‘relevant’ words and units within math word problems. Initial differences were documented between 10 girls at-risk for ADHD and 10 comparisons on the performance of group and individual assessments of math computations and word problems, as had previously been reported for boys. To address these deficits (faster speed and lower accuracy) for the at-risk group, these fourth-grade girls were randomly assigned word problems under two experimental conditions (highlight vs. nohighlight) within a counterbalanced condition- and form-order design. Intervention gains were (a) slower rate of performance, (b) decreased off-task behavior, and (c) improved problem solving performance, differentially for girls at-risk for ADHD when their materials were first presented with highlighting – the effects of which carried over to a non-highlight condition. The theoretical, practical, and future research implications of this study are addressed.  相似文献   

18.
Gender differences in mathematical achievement have been examined in a wide range of age groups but only a few studies addressed this issue in preschool children. We compared preschool girls (n?=?570) and boys (n?=?524) from Germany with regard to numerical competencies. Differences in overall group means and the frequency of representation at low, middle, or high levels of performance were explored for girls and boys. Analysis of overall group means revealed that boys showed a better performance than girls (d?=?.32). The analysis of frequencies showed differences in both tails but not in the middle of the distribution of numerical competencies. While boys were more often found at higher levels of performance, girls were found to be overrepresented in the low-ability end of the distribution. These findings demonstrate that gender differences in mathematical achievement can emerge before school entry and stress the importance of further research looking for gender divides in mathematical achievement in preschool children from different countries as well as possible underlying factors.  相似文献   

19.
Previous studies have found significant differences between the classroom behaviour of boys and girls. Most are within a single broad cultural context and little work has been done within an Arabic/Kuwaiti one. The main aim was to investigate the differences in behaviour between boys and girls in Kuwait primary schools. Data were collected that provided comparisons across questionnaires between parent and teacher returns for over 430 students. Separate teacher observations of students (n = 671) and classroom researcher observations were also obtained. Significant differences were found across the scales, indicating higher levels of externalising misbehaviour among boys than girls. A comparison with three studies conducted in other cultural contexts using the same strengths and difficulties instrument as used in this study found similarities and differences in results between the behaviour of boys and girls.  相似文献   

20.
不同性别儿童数学学习情感发展差异研究   总被引：2，自引：0，他引：2  
文章研究了小学儿童数学学习的情感发展特征,采用自编"儿童数学学习情感发展水平"量表,以梅州市三所小学1-6年级共860名学生为被试,考察男女生数学学习情感发展水平的差异。结果表明:(1)小学男、女生的数学学习情感发展水平存在极显著差异,女生数学学习情感发展水平明显比男生高。(2)除师生关系水平存在显著的性别差异,女生比男生与老师有更良好的师生关系外,儿童数学学习情感的其他因素,男、女几乎没有不同。(3)低年级儿童的数学学习情感发展水平存在显著的性别差异,中、高年级儿童不存在显著的性别差异,数学学习情感发展水平随年级升高而降低,女生数学学习情感发展水平变化较大,男生则相对平稳。  相似文献   

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