Do children with better reading competence read more, or do avid readers increase their reading competence? This highly relevant question has been discussed for many years, yet conclusive results are rare. Previous studies suffer from small sample sizes or omitted variable bias, rendering their findings questionable. We provide new insight using…

This study aims at exploring gender differences in text-type-specific reading competences via readers' gender-specific reading preferences. Women were expected to read more often for the sake of entertainment (entertainment preference), whereas men were expected to read more often to gain information (information preference). We further assumed…

Research findings: Developing adequate socioemotional competencies is of great relevance for later health and academic outcomes. Shared book reading creates valuable social situations that provide opportunities to talk about characters' emotions and social interactions with children and thus might contribute to children's socioemotional…

Background: Researchers often report and discuss gender differences. However, recent research has drawn attention to interaction effects between gender and other social categories. Aims: This study analysed the development of disparities in students' reading-related self-concept, intrinsic motivation, and behaviour, as they relate to differences…

Using PISA 2009, an international education database, this study compares gifted and talented (GT) students in three groups with normal (non-GT) students by examining student characteristics, reading, schooling, learning methods, and use of strategies for understanding and memorizing. Results indicate that the GT and non-GT gender distributions…