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Department of Educational Sciences and Psychology

Tuesdays for Education on February 13 on gender differences

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Foto von einer Grundschülerin und einem Grundschüler im Unterricht ©​/​drubig-photo

The development of reading literacy depends on a number of factors, which the Center for Research on Education and School Development examines as part of Tuesdays for Education on the basis of representative PIRLS data. How great is the gender difference in reading literacy in Germany and in international comparison? What has changed over the past 20 years? Are there gender-specific differences in reading motivation and reading self-concept? How motivating do primary school children perceive reading lessons to be?

On average, girls achieve a significantly higher score in reading competence than boys. With a lead of 15 points for girls, Germany is in the middle of the international field. While the gender-specific reading literacy gap has decreased in some countries, the 20-year trend for Germany shows no significant change. Girls are more motivated to read and have a better reading self-concept. In contrast to boys, they perceive reading lessons to be more motivating. Motivating and differentiated reading lessons have the potential to increase reading motivation among boys.

Further information in the press release (German) and in the short report (German).