Abstract
Difficulties in reading comprehension and gender differences are increasing concerns for the educational systems. The purpose of this study is to investigate gender differences concerning reading enjoyment, perceived competence, perceived reading difficulty and performance in reading. Using a secondary data analysis of the 2018 PISA survey, this research paper assessed the differences between boys and girls in reading literacy on a sample of Romanian students. Difficulties in reading comprehension were found to be an issue for most of the Romanian students while gender differences were present for all the analysed dimensions, girls outperforming boys in the reading performance, reading enjoyment and perceived competencies in reading but scoring lower levels of the perceived difficulty in reading. Further research is needed to develop intervention programmes.
Highlights
Particular attention has been given to the gender differences in reading ability, which have been the topic of much research
The Programme for International Students Assessment (PISA) considers reading literacy as the competencies that allow a student to work with the written text to fulfil a specific goal
Considering the essential role that gender seems to have in reading enjoyment, perceived competence and perceived difficulty in reading, within the context of the PISA 2018 assessments in Romania, this study aims to answers the following three questions: 1. Do girls enjoy reading more compared to boys? 2
Summary
Gender has been the focus of research in various domains like education, sociology, anthropology and psychology. Many researchers have highlighted the gender differences in domains such as mathematics, science and reading. Particular attention has been given to the gender differences in reading ability, which have been the topic of much research. Reading skills are fundamental nowadays, both in and out-ofschool contexts, for both personal and professional development. Reading does not include only reading fluency, and comprehension and construction of meaning and mental representation from a text. The Programme for International Students Assessment (PISA) considers reading literacy as the competencies that allow a student to work with the written text to fulfil a specific goal. In order to achieve a specific goal and to develop knowledge, a student has to understand, use, assess, reflect and engage with texts (OECD, 2019a)
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