Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Achievement Gains | 1 |
| Age Differences | 1 |
| Computer Assisted Testing | 1 |
| Computer Managed Instruction | 1 |
| Correlation | 1 |
| Data Analysis | 1 |
| Difficulty Level | 1 |
| Educational Technology | 1 |
| Elementary Secondary Education | 1 |
| Fiction | 1 |
| Gender Differences | 1 |
| More ▼ | |
Author
| Paul, T. | 1 |
| Samuels, J. | 1 |
| Topping, K. J. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Secondary Education | 1 |
Audience
| Practitioners | 1 |
| Researchers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkTopping, K. J.; Samuels, J.; Paul, T. – British Educational Research Journal, 2008
To explore whether different balances of fiction/non-fiction reading and challenge might help explain differences in reading achievement between genders, data on 45,670 pupils who independently read over 3 million books were analysed. Moderate (rather than high or low) levels of challenge were positively associated with achievement gain, but…
Descriptors: Independent Reading, Reading Achievement, Achievement Gains, Gender Differences
