What is it about?
The topic of gender differences in reading, writing, and language development has long been of interest to parents, educators, and public-policy makers. While some researchers have claimed that gender differences in verbal and language abilities are disappearing, careful evaluation of the scientific research shows otherwise. When we look more broadly at large studies of educational achievement, there is a disturbing pattern of underachievement in boys and men not just for reading, but also for writing, spelling, grammar and verbal fluency. The gender gap does not appear to be closing, and urgent action is needed to address these as a matter of gender equity.
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Why is it important?
While dyslexia and under-achievement in reading has been acknowledged by educators for decades, new research presents a broader picture: there is a significant gender gap also for writing tasks, spelling and grammar. Tackling this problem now is crucial if we are to save a generation of young males from underachievement.
Perspectives
I was genuinely surprised (and obviously concerned) with recent evidence on the extent of the gender gap. We’re so quick to focus on areas of female underachievement (stereotypes about maths and science) but we fail to recognise female strengths as well. It’s like the debate on whether the glass is half empty or half full. While yes the data is alarming for boys and men, it’s also pleasing to be able to acknowledge female strengths as well.
David Reilly
Griffith University
Read the Original
This page is a summary of: Gender Differences in Reading, Writing and Language Development, July 2020, Oxford University Press (OUP),
DOI: 10.1093/acrefore/9780190264093.013.928.
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