Differential Effects of Male and Female Reading Tutors Based on Boys’ Gendered Views of Reading
Bibliographic record
Abstract
This study examined the effects of the gender of reading tutors on 173 third and fourth grade mainly inner‐city boys identified as struggling readers. Reading achievement (Alberta Diagnostic Reading Program) and reader self‐perceptions (Readers’ Self‐Perception Scale) were monitored over a 22‐week reading intervention. Findings indicated that the gender of the reading tutors had no effect on reader self‐perceptions in boys who viewed reading as masculine or gender neutral; boys who viewed reading as feminine responded better to female tutors than to male tutors in developing their self‐perceptions as readers. The gender of the tutor had no significant effect on boys’ reading achievement in either group. Key words: same gender role models, reading attitudes, reading perceptions Dans cet article, les auteurs analysent les effets du sexe du tuteur en lecture sur 173 garçons en 3e ou en 4e année, provenant principalement de quartiers défavorisés et identifiés comme ayant des difficultés en lecture. Le rendement en lecture (Alberta Diagnostic Reading Program) et les autoper‐ ceptions des lecteurs (Readers’ Self‐Perception Scale) ont été observés tout au long des 22 semaines de l’intervention. Les résultats indiquent que le sexe de la personne qui assure le tutorat en lectu‐ re n’avait aucun effet sur les autoperceptions du lecteur chez les garçons qui considèrent la lectu‐ re comme une activité s’adressant tout autant aux garçons qu’aux filles ; par contre, les garçons pour qui la lecture est une activité féminine réussissent mieux à s’identifier comme des lecteurs s’ils travaillent avec des tutrices plutôt qu’avec des tuteurs. Le sexe de la personne qui assurait le tutorat n’avait aucun effet significatif sur le rendement en lecture des garçons dans l’un ou l’autre groupe. Mots clés : tuteurs de lecture, tutrices de lecture, attitudes envers la lecture, rendement en lecture, élèves en difficulté de lecture, lecteurs de sexe masculin.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".