Reading more, achieving more? Long-term gender gaps in reading behavior and reading achievement

Gender gaps in reading achievement have been consistently documented across countries and over time, with girls typically outperforming boys. However, explanations for cross-national and temporal variation in these gaps remain limited. This study addresses this research gap using international large-scale assessment data from 56 countries over a 46-year time span, representing the most comprehensive analysis of its kind to date. We examine whether country-level trends in gender differences in reading behavior predict corresponding trends in gender gaps in reading achievement. Using fixed-effects regression models, we find that shifts in gender gaps in free time reading frequency are significantly associated with shifts in reading achievement gaps, even after accounting for potential confounders. Our findings provide empirical support for the Gender Similarity Hypothesis, emphasizing the role of social and behavioral factors. The study offers valuable implications for educational policy aiming to reduce gender disparities in literacy outcomes. • Studies gender gaps in reading across 46 years and 56 countries. • Finds robust link between reading behavior and achievement gender gaps. • Supports the Gender Similarity Hypothesis using country-level trend analysis.