Analyzing the Reading Gap: Using MANOVA with discriminant group design to explore reading differences between young

males and females

Reading First: An Evidence-based school-wide reading model

Intervention Components

Establish scientifically based K–3 reading programs Provide teacher professional development Select and administer screening, diagnostic, and

classroom-based instructional reading assessments Select and implement effective instructional

materials, programs, learning systems, and strategies that are scientifically based and proven to prevent or remediate reading failure

The Purpose

To explore how K-2 students perform on different reading components as differentiated by gender and grade level

How any exploratory analysis results can be considered in conjunction with research on reading development to make informed statements on reading instruction and assessment

The Sample

RMC Research conducted the impact evaluation of a Reading First grant in a Mid-Atlantic State

In 2009 the grant served 21,310 K-3 grade students in 86 schools

Our sample includes 15,878 K-2 grade students• Grades each comprise 1/3 of the sample• 50% white, 42% African American, 8% either Hispanic,

Asian, or undefined due to missing data• 61% of students were identified as economically

disadvantaged• 9% Special Education

What is MANOVA

Multivariate Analysis of Variance Used to investigate differences among two or more

groups on a set of two or more dependent variables

Why use MANOVA?

Correlation among the dependent variables may be of substantive value

Determine what subsets of these dependent variables serve to separate groups• What are the underlying constructs for these subsets?

This analysis was run in SPSS, syntax is available on request

MANOVA Assumptions

1. The subjects are randomly sampled from the target population.

2. The observations are statistically independent of one another.

3. The dependent variables follow a multivariate normal distribution within each group.

4. All groups have the same variance on each dependent variable.

5. The correlations between any two dependent variables are the same in all groups.

Wilk’s Lambda - Λ

Wilk’s Lambda is an omnibus statistic that indicates if the groups differ on one or more linear combinations of dependent variables

Λ = |W|/|T|•W = within group variability• T = total group variability

Linear Discriminant Functions (LDFs)

The linear combination of the dependent variables that the groups differ on

Groups will differ on at least one if Wilk’s Lambda is significant

An LDF is significant if determined by a chi-squared (χ2) test

Research Question

How do males and females in younger grades (Kindergarten, 1st, and 2nd) differ on foundational reading skills?

Analysis of the Reading Test

6 GroupsMales and females of the following grades: Kindergarten, 1st, and 2nd

4 Dependent VariablesPhonemic awareness, reading comprehension, reading fluency, and vocabulary development

MANOVA statistics – Wilk’s Lambda

Λ = .68• F(20, 52632) = 321.56, p < .001

Therefore one or more linear combinations of the dependent variables differ across groups

MANOVA – Linear Discriminant Functions

LDF1 – phonemic awareness• Statistically significant at Λ = .68, χ2 (20) = 6068.72, p < .001

LDF2 – comprehension and vocabulary• Statistically significant at Λ = .88, χ2 (12) = 2018.31, p < .001

LDF3 – reading fluency• Statistically significant at Λ = 1.0, χ2 (6) = 75.60, p < .001

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MANOVA with discriminant group analysis

MALESFEMALES

LDF3

LDF2

LDF2 - Comprehension and Vocabulary LDF3 - Reading Fluency

Questions Implicated by Results

Is this disparity in performance on comprehension and vocabulary vs. fluency supported by research and/or other reading assessment data? • If so, what are the implications for reading instruction

and assessment?• If not, can we cite limitations of the assessment,

possible deficiencies in instruction, or unique characteristics of this sample’s reading skills?

Research and data on disparity of reading performance between males and females

Findings Biological/physiological factors Environmental/educational factors Reading skill development Intelligence tests National Assessment of Educational Progress

(NAEP) State Test Score Trends Through 2007-2008

Center on Education Policy, 2010; Chatterji, 2006; Mead, 2006

Research and data on disparity of reading performance between males and females

Implications Kindergarten teacher awareness of male deficits in

early reading skill development, but differences are small, temporary, and surmountable.

Implementation of procedures in 4th grade, and maybe 3rd grade, which enhance reading fluency in males.

Use of procedures such as altering reading material, providing choices and more reinforcement for reading to enhance males’ motivation to read during these grades.

Below, Skinner, Fearrington, & Sorrell, 2010

Possible limitations of the reading assessment

Measurement tasks Format Teacher subjectivity or bias

MANOVA with discriminant group analysis

Questions?