TY - JOUR
T1 - Gender ratios for reading disability
T2 - Are there really more boys than girls who are low-progress readers?
AU - Limbrick, Lisa
AU - Wheldall, Kevin
AU - Madelaine, Alison
PY - 2008
Y1 - 2008
N2 - Extensive research over the past decade has indicated that there are more boys than girls who are struggling readers, but the degree to which there are more boys remains a point of contention. The focus of this article is to review the various definitions of reading disability, to examine how these different definitions translate into different methods of identifying reading disability and to determine the effects on observed gender ratios for reading disability. The most frequently used methods of identifying reading disability are discrepancy formulae, Response-To-Intervention (RTI) and low achievement methods. Gender ratios clearly fluctuate among, and even within, these methods. Inconsistencies in reported gender ratios of reading disability are a result of inconsistencies in the definition and measurement of reading disability, sampling issues and the overall distributions of reading scores for boys and girls. Future research might consider reporting gender ratios for reading disability based on consistent measures of reading performance in population samples, using consistent cut off points, over a significant period of time.
AB - Extensive research over the past decade has indicated that there are more boys than girls who are struggling readers, but the degree to which there are more boys remains a point of contention. The focus of this article is to review the various definitions of reading disability, to examine how these different definitions translate into different methods of identifying reading disability and to determine the effects on observed gender ratios for reading disability. The most frequently used methods of identifying reading disability are discrepancy formulae, Response-To-Intervention (RTI) and low achievement methods. Gender ratios clearly fluctuate among, and even within, these methods. Inconsistencies in reported gender ratios of reading disability are a result of inconsistencies in the definition and measurement of reading disability, sampling issues and the overall distributions of reading scores for boys and girls. Future research might consider reporting gender ratios for reading disability based on consistent measures of reading performance in population samples, using consistent cut off points, over a significant period of time.
UR - http://www.scopus.com/inward/record.url?scp=77956245183&partnerID=8YFLogxK
U2 - 10.1080/19404150802415781
DO - 10.1080/19404150802415781
M3 - Article
AN - SCOPUS:77956245183
SN - 1940-4158
VL - 13
SP - 161
EP - 179
JO - Australian Journal of Learning Difficulties
JF - Australian Journal of Learning Difficulties
IS - 2
ER -