Monday, December 29, 2003


But what do you expect of the Leftists and Feminists who dominate U.S. school teaching?

For many years, researchers and educators alike believed that reading problems affect far more boys than girls, with boys suffering problems at rates as high as five to one. About 15 years ago, our research group at Yale decided to investigate the occurrence of reading problems in boys and girls. Using data from our ongoing Connecticut Longitudinal Study (CLS) of learning we, too, found that elementary schools indeed were identifying nearly four times as many boys as girls as having a reading disability. However, when we individually tested each child, we found comparable numbers of boys and girls are affected by reading problems.

Why the difference?

School identification of a reading disability is dependent on teacher perceptions. Examining the CLS data, we discovered that teachers perceive boys and girls quite differently. In fact, they rate males as having more problems than females in virtually every area assessed. According to their teachers, boys are more inattentive, more active and exhibit more behavioral and academic problems. Yet, despite such teacher reports of difficulties in the classroom, we found that boys and girls perform similarly on individual tests of reading and math.

Why are more boys identified by their schools? The answer is behavior. For example, boys who may exhibit normal activity levels for their gender - but excess activity for girls - are perceived as outside the range of normal, and subsequently are referred for testing. Behavior is used as a proxy for a learning disability and here, the normally increased activity level of boys is perceived as pathological.

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