GENDER DIFFERENCES IN WRITTEN EXPRESSION CURRICULUM-BASED MEASUREMENT IN THIRD- THROUGH EIGHTH-GRADE STUDENTS
Article first published online: 11 NOV 2013
© 2013 Wiley Periodicals, Inc.
Psychology in the Schools
Volume 51, Issue 1, pages 85–96, January 2014
How to Cite
Fearrington, J. Y., Parker, P. D., Kidder-Ashley, P., Gagnon, S. G., McCane-Bowling, S. and Sorrell, C. A. (2014), GENDER DIFFERENCES IN WRITTEN EXPRESSION CURRICULUM-BASED MEASUREMENT IN THIRD- THROUGH EIGHTH-GRADE STUDENTS. Psychol. Schs., 51: 85–96. doi: 10.1002/pits.21733
- Issue published online: 9 DEC 2013
- Article first published online: 11 NOV 2013
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.