Are School Standards set up for what is normal for girls?
by Sally Shaywitz
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.