Differential Identification of Females and Males with Reading Difficulties: A Meta-Analysis

Autor/in	Quinn, Jamie M.
Titel	Differential Identification of Females and Males with Reading Difficulties: A Meta-Analysis
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 31 (2018) 5, S.1039-1061 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-018-9827-8
Schlagwörter	Meta Analysis; Reading Difficulties; Disability Identification; Gender Differences; Literature Reviews; Severity (of Disability); Error of Measurement; Gender Bias + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Reading difficulty; Leseschwierigkeit; Geschlechterkonflikt; Schweregrad; Messfehler; Geschlechterstereotyp
Abstract	Males are more likely than females to be identified as having reading difficulties, but it is unclear if this is a result of sample ascertainment or identification bias. The purpose of this meta-analysis was to determine the magnitude of gender differences in reading difficulties using available studies in which researchers investigated this difference and an additional dataset with a representative U.S. sample. After conducting a literature search, sixteen studies and a restricted use dataset were included in the present analysis (N = 552,729). A random-effects odds ratio model indicated that males are 1.83 times more likely than females to have reading difficulties. Moderator analyses revealed that the gender ratio is greater when the identified reading difficulties were more severe. Further, this difference in identification rates across males and females was found without evidence of publication bias. Implications for the identification of students with reading difficulties are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01