https://doi.org/10.59132/viz/2019/4/11-14
Povzetek
Deklice imajo v mednarodnih raziskavah znanja IEA PIRLS v povprečju višje bralne dosežke od dečkov. To pomeni, da je povprečni bralni dosežek vseh deklic višji od povprečnega bralnega dosežka vseh dečkov. Poenostavljeno radi rečemo, da deklice berejo bolje od dečkov. Toda katere deklice? Trditev velja za vse države, ki so vključene v mednarodne primerjalne raziskave znanja, saj v nobeni državi dečki niso boljši od deklic. Toda kjer so visoko deklice, so visoko tudi dečki. Razlike med dosežki spolov so po državah različni, toda nikjer ni tako, da bi bile deklice visoko, dečki pa nizko. V članku bomo izpostavili primer dečkov, ki imajo višji bralni dosežek od deklic. V skupini otrok, kjer otroci in starši navajajo, da imajo doma več kot 200 knjig (najvišja kategorija), so bili dečki, katerih starši so se strinjali ali zelo strinjali s trditvijo, da šola opravlja dobro delo pri opismenjevanju njihovih otrok, veliko boljši bralci od deklic, katerih starši so menili enako. Če bi želeli sistematično zvišati bralno pismenost vseh dečkov, bi se na podlagi zbranih podatkov morali resno vprašati: Na čigav račun bi to počeli?
Abstract
Do Girls Really Read Better than Boys? Yes, Except When They Don’t.
In the international reading literacy studies IEA PIRLS, girls have, on average, higher reading achievement scores than boys, which means that the average reading achievement score of all the girls is higher than the average reading achievement score of all the boys. Put simply, girls read better than boys. But which girls? The statement might be true of all the countries involved in the international comparative reading literacy studies: in no country have boys achieved higher scores than girls. However, where the girls have scored high, so have the boys. The differences between the achievements of both genders vary by country, but nowhere have the girls scored high and the boys low. The article will show an example of boys with higher reading achievement scores than girls. In the group in which both children and parents claimed that they had more than 200 books at home (the highest category), the boys whose parents agreed or strongly agreed that the school taught their children literacy effectively were much better readers than the girls whose parents were of the same opinion. If we wanted to systematically improve the reading literacy of all the boys, the question based on the collected data would thus have to be ‘At whose expense?’