| Autor: |
Katrin Schulz-Heidorf, Hildegunn Støle |
| Jazyk: |
English<br />Bokmål, Norwegian; Norwegian Bokmål<br />Norwegian Nynorsk; Nynorsk, Norwegian<br />Swedish |
| Rok vydání: |
2018 |
| Předmět: |
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| Zdroj: |
Nordic Journal of Literacy Research, Vol 4, Iss 1 (2018) |
| Druh dokumentu: |
article |
| ISSN: |
2464-1596 |
| DOI: |
10.23865/njlr.v4.1270 |
| Popis: |
Gender differences in reading are a common finding in international assessments with girls usually outperforming boys. This article investigates such gender differences by looking at test modes (paper-based versus digital assessments), reading purpose (literary versus informational), text features (associations between reading scores and how much students like a text) and item format characteristics (multiple choice versus constructed response items). All analyses are based on data of Norwegian fifth-grade students (n = 3610) from the most recent cycle of the Progress in International Reading Literacy Survey (PIRLS and ePIRLS) 2016. The results point towards a general mode effect between the paper-based and digital assessment for constructed response items. This effect seems to be less strong in boys, indicating that boys may be motivated to type responses on a keyboard as opposed to writing with a pen on paper. For text features, we found that boys might be disengaged from reading when the text shows female characteristics such as a female protagonist, leading to boys’ lack of interest and, subsequently, to lower scores. The results are discussed in the light of the test design of PIRLS and ePIRLS. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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