The hypothesis that the language skills of boys and girls differ was tested through t tests for each skill independently as well as by using TLS. These data reported in Tables 26 to 31 show that

TABLE 26
TESTS FOR TLS SCORES OF BOYS AND GIRLS

TABLE 27
TESTS FOR LC SCORES OF BOYS AND GIRLS

 

Sex	N	Mean	t	Level of Significance
Boys	410	30.41	2.26	P < .025
Girls	320	32.43

TABLE 28
TESTS FOR LNC SCORES OF BOYS AND GIRLS

Sex	N	Mean	t	Level of Significance
Boys	410	36.25	3.15	P < .005
Girls	320	39.54

TABLE 29
TESTS FOR RC SCORES OF BOYS AND GIRLS

Sex	N	Mean	t	Level of Significance
Boys	410	55.42	2.56	P < .025
Girls	320	58.48

TABLE 30
TESTS FOR GC SCORES OF BOYS AND GIRLS

Sex	N	Mean	t	Level of Significance
Boys	410	32.34	4.52	P < .0005
Girls	320	37.43

TABLE 31
TESTS FOR EP SCORES OF BOYS AND GIRLS

Sex	N	Mean	t	Level of Significance
Boys	410	19.29	2.48	P < .01
Girls	320	17.05

all the t values are significant beyond .025 levels of significance, thereby accepting the conceptual predictions about the relationship between sex and language skills. The data clearly show that girls are superior to boys in all the skills except EP. This finding is in line with many such findings regarding developmental factors related to sex such as physical and mental maturity, verbal intelligence, etc. This is perhaps one of the important reasons why girls are generally found superior to boys in academic achievement. Since it has been shown that the gains in language skills were related to the gain in academic achievement, it is easy to explain why girls and students coming from homes with high socio-economic status are found superior to their counterparts, the reason being their superiority in language skills. That language development for human learning (or conceptual learning) is the most vital and crucial factor is very strongly vindicated by the entire data obtained through this project.