Impact of Reading Strategy Use on Girls’ and Boys’ Achievement

Abstract

We examined the reading strategies of boys and girls and identified those determining academic achievement in 13-year-old Canadian students. Students from each province and one territory (N = 20,094) answered a questionnaire on, among others, reading strategies. T-test results showed that girls use these strategies more regularly compared to boys. Logistical regression indicated that the same strategies determined reading achievement in both groups, namely, making connections with past knowledge, looking at other words in the sentence to grasp the meaning, rereading the more difficult parts, and adapting reading speed.