Explaining girls' advantage in kindergarten literacy learning: do classroom behaviors make a difference?
Abstract
This study investigated gender differences in kindergarteners’ literacy skills, specifically, whether differences in children’s classroom behaviors explained females’ early learning advantage. Data included information on 16,883 kindergartners (8,701 boys and 8,182 girls) from the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998–1999 (ECLS‐K). The ECLS‐K directly assessed children’s cognitive skills and collected extensive data on children’s sociodemographic and behavioral backgrounds through structured telephone interviews with parents and written surveys with children’s teachers. Findings suggested that not only did girls enter kindergarten with somewhat stronger literacy skills but they also learned slightly more than boys over the kindergarten year. Taking into account teachers’ reports of girls’ more positive learning approaches (e.g., attentiveness, task persistence) explained almost two‐thirds of the female advantage in literacy learning. Accounting for boys’ more prevalent external behavior problems, thought by many to explain girls’ advantage in literacy development, did little to diminish the gender gap.
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In a nationally representative sample of US kindergartners, girls enter kindergarten with greater literacy skills than boys and learn slightly more across the kindergarten year.
“For example, research examining literacy skills in a nationally representative sample of kindergartners in the US has shown that girls not only enter kindergarten with greater literacy skills than boys, but they also learn slightly more across the kindergarten year (Ready et al., 2005).”
From Gender and Education (2015) · cites this paper as Ready et al., 2005
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“In hierarchical analyses, we controlled for several theoretically important child-level variables associated with skill development: age, gender, parent education, and ethnicity, denoted by Spanish-speaking status (Christian, Bachman, & Morrison, 2001; McLoyd, 1998; Ready et al., 2005).”
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“Using the IRT-based scale scores, LoGerfo, Nichols, and Reardon (2006) found that males and females both learn considerable amounts (about 80 points in the scale score metric) from kindergarten through third grade in reading, but females learn even more (about 3 points more).”
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“…Science Research journal homepage: www.elsevier .com/locate /ssresearch Social and behavioral skills and the gender gap in early educational achievement Thomas A. DiPrete a,⇑, Jennifer L. Jennings b a University of Wisconsin–Madison, United States b NYU, United States a r t i c l e i n f o”
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BackgroundResultBehavioral Regulation and Early Academic Achievement in Taiwan
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“According to a study by Ready et al. (2005), gender differences in approaches to learning (e.g. eagerness to learn, task-persistence, attentiveness and organization) explained almost two-thirds of the female advantage in literacy learning.”
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“, Ready et al., 2005) have found that that gender differences remain relatively constant over time. While the present study did not examine elementary grade–level students, gender differences were found between middle and high school students in terms of both music achievement and self-perception. Males outperformed f…”
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“…social class differences in children’s knowledge and skills can be detected as early as the fall of the kindergarten year (Downey, von Hippel, and Broh 2004; Farkas and Hibbel 2008; Ready et al. 2005; Reardon and Galindo 2009), thus highlighting the importance of early employed parental practices.”
BackgroundInfluentialSociodemographic Inequality in Early Literacy Development: The Role of Teacher Perceptual Accuracy
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“Following the logic that boys are less likely to develop strong reading skills (Freeman, 2004; Ready et al., 2005) and girls are less likely to develop strong math skills (Leahey & Guo, 2001; Penner, 2003); the presence of strong social skills may play a role in eliciting the types of behaviors…”
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“…were also incomplete, with some studies examining a detailed list of social–emotional variables in conjunction with one aspect of emergent literacy (Ready et al., 2005) and some studies examining all three aspects of emergent literacy in conjunction with only a couple of social–emotional…”
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“Girls typically display more persistence, which explains higher literacy skills in kindergarten (Ready et al., 2005).”
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“Girls tend to be quiet and obedient, show greater persistence and a higher level of attention skills, and are more capable of following teachers’ instructions (Ready et al., 2005; L. Zhang & Zhou, 2018).”
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Guedes, C., Ferreira, T., Leal, T., & Cadima, J. (2022) · Applied Developmental Science · doi:10.1080/10888691.2022.2045200 · Cited by 15 · see citing works
“Although some studies have reported that girls have an advantage over boys in terms of self-regulation, literacy, and social skills (e.g., Fung et al., 2019; Matthews et al., 2009; Ready et al., 2005), others have failed to establish this (e.g., Graziano et al., 2007; Slot & von Suchodoletz, 2018).”
BackgroundInfluentialButtaro, A., & Catsambis, S. (2019) · Teachers College Record · doi:10.1177/016146811912100204 · Cited by 15 · see citing works
Garwood, J. D., Varghese, C., & Vernon-Feagans, L. (2017) · Journal of Early Intervention · doi:10.1177/1053815117706524 · Cited by 15 · see citing works
“In one of the few studies exploring this question, Ready et al. (2005) utilized data from the ECLS-K and, after controlling for SES, found that behavior difficulties explained 15% to 30% of the gender gap in literacy achievement for kindergarten children.”
Souto-Manning, M., Dernikos, B. P., & Yu, H. (2016) · Journal of Early Childhood Research · doi:10.1177/1476718x14548782 · Cited by 15 · see citing works
“…relationship between behavior and children’s literacy acquisition/overall academic achievement, in large part privileges quantitative data (Alexander et al., 1993; Doctoroff et al., 2006; Fantuzzo et al., 2007; Malecki and Elliot, 2002; Ponitz et al., 2009; Ready et al., 2005; Spira et al., 2005).”
BackgroundInfluentialHuang, Z., Jiang, X., & Sun, A. (2023) · Journal of Development Economics · doi:10.1016/j.jdeveco.2023.103191 · Cited by 14
Nieto, A., Leyva, D., & Yoshikawa, H. (2019) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.08.006 · Cited by 14 · see citing works
Sex differences in first graders' literacy skills are mediated by parental input
Vasilyeva, M., Antipkina, I., Coughlan, M., & Kardanova, E. (2021) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2021.101318 · Cited by 13 · see citing works
- Authors
- Ready, D. D., LoGerfo, L. F., Burkam, D. T., & Lee, V. E.
- Affiliations
- University of Oregon (US)
- Urban Institute (US)
- University of Michigan (US)
- ORCID
- Ready, Douglas D.
- Venue
- The Elementary School Journal
- Publisher
- University of Chicago Press
- Published
- 2005-09
- Volume
- 106
- Issue
- 1
- Pages
- 21-38
- ISSN
- 0013-5984 (ISSN-L)
- 1554-8279
- OpenAlex
- W2114827857
- Cited by
- 245
- References
- 0
- Citations by year
- 2026: 2 · 2025: 5 · 2024: 3 · 2023: 7 · 2022: 9 · 2021: 11 · 2020: 61 · 2019: 11 · 2018: 12 · 2017: 11 · 2016: 16 · 2015: 16 · 2014: 14 · 2013: 17 · 2012: 9
- FWCI
- 22.35
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Elementary School Journal (publishedVersion)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- gender differences, early literacy, kindergarten, classroom behavior, learning methods, attentiveness, task persistence, externalizing problems, early childhood education, ECLS-K, literacy achievement gap
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