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GENDER DIFFERENCES IN WRITTEN EXPRESSION CURRICULUM‐BASED MEASUREMENT IN THIRD‐ THROUGH EIGHTH‐GRADE STUDENTS
Author(s) -
Fearrington Jamie Y.,
Parker Patricia D.,
KidderAshley Pamela,
Gag Sandra G.,
McCaneBowling Sara,
Sorrell Christy A.
Publication year - 2014
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21733
Subject(s) - psychology , grade level , curriculum , curriculum based measurement , reading (process) , mathematics education , academic achievement , variance (accounting) , developmental psychology , expression (computer science) , pedagogy , curriculum development , curriculum mapping , political science , accounting , computer science , law , business , programming language
Many studies have found gender differences in certain areas of academic achievement, such as reading and math. Fewer studies have examined gender disparities in writing skills. The current study explored gender differences in written expression performance. Participants were 1,240 male and female students in third through eighth grade, representing five schools in a rural southeastern school district. Each student was administered an AIMSweb curriculum‐based measurement writing probe during the district's regularly scheduled fall, winter, and spring benchmarks. All measures were scored for total words written and correct writing sequences. Two‐way repeated measures analyses of variance were used to determine whether differences existed in the sample. A significant female advantage was found on both scoring indices at each grade level. These findings have strong instructional and theoretical implications for practicing school psychologists and other educators.