The effects of gender and degree of modernization upon WRAT Spelling, Arithmetic, and Reading scores of 72 class-six Sierra Leone, West African children, representing four sub-cultures with varying degrees of modernization, were investigated. Boys' performance on Spelling was significantly higher than the girls' performance. WRAT Spelling and Reading scores of the most modernized sub-cultures were significantly higher than those of the other three sub-cultures. Interactions between gender and sub-culture were significant for Spelling and Reading, but not Arithmetic.
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