Gender and socioeconomic status as predictors of reading gain scores on the Stanford Achievement Test for fifth grade students who participated in computer-assisted instruction

This study investigated Stanford Achievement Test (Eighth Edition) reading scores in vocabulary, comprehension, and total reading achievement. Scores were obtained from gender and socioeconomic levels (SES) of regular education fifth grade students following the use of computer assisted instruction (CAI) using Jostens Learning Corporation software. Factorial analyses of variance were performed to test the interaction between high and low socioeconomic levels (SES) of regular education students, and gender on the Stanford Achievement Scores (Eighth Edition) in the areas of vocabulary, comprehension, and total reading achievement. All participants used computer assisted instruction for three years as a supplement to basal reading instruction. The sample consisted of 590 elementary students (312 females and 278 males) in grade 5. Socioeconomic levels were determined by whether or not the students received free or reduced price lunch (139 low SES students and 451 high SES students). All participants attended the same school for three years and had three consecutive years of scores in vocabulary, comprehension, and total reading achievement on the SAT. Gain scores were obtained by subtracting the 1994 scores from the 1996 scores in vocabulary, comprehension, and total reading achievement. Mean gain scores were compared between groups using factorial analysis of variance, with SES and gender as the factors. Analyses revealed that there was not a significant (p < .05) difference between high and low SES students in comprehension or total reading achievement. There was a significant $(p < .05)$ difference between high and low SES students in vocabulary gain scores, but the difference was too small to be of practical significance. Analyses revealed that there was not a significant (p < .05) difference between males and females and scores in vocabulary, comprehension, or total reading achievement. There was a significant interaction (p < .05) between gender and SES in vocabulary, comprehension, and total reading achievement scores. Results of this study clearly indicated that there were more gains for certain groups of students. Recommendations suggest that future research includes close examination of low SES male students and their unique learning styles. Characteristics, their interactions with the computer and software design should also be studied.