Sex-oriented reading materials were found to have a differential effect on the recall scores of boys and girls at the Year 4 level. A similar, non-significant trend was found for the comprehension scores based on the cloze procedure. The sex of the tester was found to have no significant effect on the performance of either boys or girls.
References
1.
AsherS. R.GottmanJ. M.Sex of teacher and student reading achievement. Journal of Educational Psychology, 1973, 65, 168–171.
2.
AsherS. R.MarkellR. A.Sex differences in comprehension of high- and low-interest reading material. Journal of Educational Psychology, 1974, 66, 680–687.
3.
FryE.Fry's readability graph: clarifications, validity and extension to Level 17. Journal of Reading, 1977, 21, 242–252.
4.
StanchfieldJ. M.Reading and enquiry. In FiguralJ. (Ed.) Proceedings of the International Reading Association. Newark, Delaware: IRA, 1964.
5.
TaylorW. L.Cloze procedure: a new tool for measuring readability. Journalism Quarterly, 1953, 30, 415–438.
