There are many reasons why boys do not read well or do not like to read, some are related to biological and cognitive factors. Other obstacles include the use of ineffective teaching strategies and materials; the lack of sufficient and enticing reading resources in schools, public libraries and homes that boys can relate to. Smith and Wilhelm (2002) summarized some gender and literacy research which included some of the following observations: • Boys take longer to learn to read than girls do. • Boys read less than girls read. • Boys value reading as an activity less than girls do. • Boys have much less interest in leisure reading and are far more likely to read for utilitarian purposes than girls are. • Boys and girls express interest in reading …show more content…
Boys tend to learn to read at an older age and trends show that they generally read as a way to get information rather than recreational, gravitating towards non-fiction. With an understanding of the issues and boys reading, the most important aspect we as librarians, teachers and parents can do is to reduce some of the barriers and provide solutions to encourage and support our boys to read. How can we do this? Offering a rich and varied mix of materials and being mindful of boys’ reading preferences can go a long way towards building an engaging and inviting reading environment for boys, we can provide the choice of reading material that boys like to read. The following is just a few examples of the types of books that appeal to boys. • Books that reflect their image of themselves o A classic book that has stood the test of time is My side of the Mountain by J. George (1959) that all boys can relate to and “show teens that everyone has problems in his or her life and may even help teens see solutions to their own problems” (Gisler & Eberts, 2000.) • Books that make them laugh and that appeal to their sense of …show more content…
Maybe rethink the Physical environment of the library which is generally tailor made for thinking straight, straight shelving, sterile and organised, no room for imagination, preference for quiet, sit at chairs and tables. No sprawling, no noise, no areas to relax, no dream time ….if there was a bush setting with a water feature that would help the mood of the reader to be seduced into the book … bean bags…a place where boys can interact, that encourages boisterous discussion about what they are reading (personal communication T Stewart, February 15, 2015). Making reading active, boys thrive on activity, so incorporate this possibility into the environment; Let them “act out” what they have read, and manifest the book
On October 10th, 2017 at Springhurst Elementary School, I conducted a “Reading Interest Survey” and the “Elementary Reading Attitude Survey.” These surveys were conducted on a 1st grade student, Jax, to determine what his feelings are towards reading in different settings, what genres he prefers to read, and interests. It was found that Jax doesn’t mind reading, but prefers a few different topics. This was evident through his raw score of 30 on recreational reading, and a raw score of 31 on academic reading.
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
Most boys will be more likely to get into a book if it is something that they care about and are interested in. It will give them a greater desire to read, they will understand what they are reading better, and if needed can be taught differently if they are in a boys only school. Everyone should agree that boys and girls should go to separate schools, because otherwise we are just going to keep raising generations of boys who are “turning into high school and college dropouts who hate reading” (334). Single-sex schools is an idea that should be put into action to save guys from becoming dropouts and to help them develop a desire to
Different types of genre books are associated with different amounts and types of language and each will encourage a different dialog or conversation with children. I can mention a few examples; picture storybooks (Brown bear, Brown Bear what do you see by Eric Carle), participation books (Spot Goes to the Park by Eric Hill), predictable books (The Very Hungry Caterpillar by Eric Carle), folktales and fables (Goldilocks and the three bears by James Marshall) and poetry and nursery rhymes for children. However, the type of books read to children contributes to the depth of their learning. It is important to try to include
...d dive into our imaginations allowing us to have a pleasant break from our everyday routine. Literature is often our sanity in a busy, hectic life. How about a good thriller or mystery? These works are exciting because we find ourselves playing detective and involved in situations we normally wouldn’t be immersed in. A good romance novel will keep that helpless romantic hopeful and full of joy believing in a life of love and happiness. It is important to expose children to literature. Their minds are vessels filling with information and expanding with knowledge every day. It’s important they read about history to learn where they came from. No matter how young our old we can all benefit from literature and even become kinder, smarter and happier beings.
“According to some experts, nearly 50 per cent (of boys) describe themselves as non-readers by the time they enter secondary school.” (Ontario Ministry of Education, 2004, p. 5) Thomas Newkirk says in his interview with James Preller in In the Classroom, Interviews & Appreciations, The Gender Gap in Reading, “Reading well is so tied to school success — and to liking school — that it is unethical to write off a big percentage of boys as non-readers. It may have been possible in previous times to drop out or barely finish school and go on to good jobs. But that is not the case now.” (Preller, 2011) Evidence of the need to deal with this locally can be found in the test scores of middle school boys and circulation statistics at my middle school library. Me Read? No Way! suggests strategies to engage boys in developing literacy skills by engaging them in reading: be mindful of boys’ reading preferences; give students a voice in choosing the books you acquire; encourage boys to recommend their favourite text; and establish web-based clubs in libraries…to review books. (Ontario Ministry of Education, 2004) Michael Sullivan makes it clear that “if we want to transform boys into lifelong readers, we need to discover what makes them tick.” (Sullivan, 2004, p.36) Boys’s reading preferences are itemized by Michael Smith in Reading don’t fix no chevys. Boys are more inclined to read: informational texts, magazine and newspaper articles, comic books and graphic novels, escapism, humour, science-fiction and fantasy. (Smith, 2002, p.11) Simply put, “Buy books that the boys want to read.” (Jones, 2003, p.11)
The passages "If we stop telling kids what to read, they might start reading again" by Max Ehrenfreund and "What Kids Are Reading, In School and Out" by Lynn Neary both detail the struggle between what kids want to read and should be reading. According the the passages, the youth is reading books that are assessed at a lower level than what they should be reading. Kids should have a say in what they read to create more voracious and enthusiastic readers. Firstly, kids are more likely to do what they like to do.
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
My relationship with books and reading has not been the greatest adventure for me thus far. I will not say that all my experience has been terrible but for the most part not that great. I know for me it started when I was little and unfortunately it has carried to my adulthood.
It was the middle of summer, and I still had not decided on a summer reading book. It seemed like there was no summer reading that was interesting to me. I tried a couple of the books but nothing I could entirely engage in, which was irritating to me. If teachers gave students a more diverse selection of books, it would be easier to complete my summer reading and still manage my other summer activities like work and sports. English teachers should allow students to vote on the appropriate grade-level books to read that would increase their interest.
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
Reading was never something I fussed about growing up. As a child, I loved genres of realistic fiction. I was hooked on The New Adventures of Mary Kate and Ashley, Goosebumps, The Amazing Days of Abby Hayes, Judy Moody, and especially, Zoobooks and Highlights magazines. My mother was always ready to help build my reading and writing skills. She took me to the library constantly to feed my passion for books and knowledge. I loved exploring the shelfs, organizing the books, and filling up my library cart. I tried keeping a diary in elementary school to keep track of my outings with my parents and grandparents to museums, zoos, movies, and libraries. This flash of writing enthusiasm was spun from books I read in the 4th and 5th grade that were
Reading to children can teach them skills they’ll need throughout their entire life. Reading aloud not only enhances their skills, it also affects how the their school life is. Being read to regularly is important to maintain the skills that the child learns, the earlier a child is being read to, the more skills they acquire. Parents will benefit from reading also, it creates a bond with their child that last a lifetime. Reading aloud will introduce children to books and reading so they can eventually do it on their own. Reading to children can improve many aspects of their life.
Reading has been a part of my life from the second I was born. All throughout my childhood, my parents read to me, and I loved it. I grew up going to the library and being read to constantly. Especially in the years before Kindergarten, reading was my favorite thing to do. I grew up loving fairy tales and thriving on the knowledge that I could have any book I wanted, to be read to me that night. Having no siblings, my only examples were my parents, and they read constantly. Without a family that supported my love of reading throughout my childhood, I wouldn’t appreciate it nearly as much as I have and do now.
Literature has an enormous impact on a child’s development during the early years of his or her life. It is important for parents and teachers to instill a love of reading in children while they are still young and impressionable. They are very naive and trusting because they are just beginning to develop their own thoughts, so they will believe anything they read (Lesnik, 1998). This is why it is so important to give them literature that will have a positive impact. Literature can make children more loving, intelligent and open minded because reading books gives them a much wider perspective on the world. Through reading, children’s behavior can be changed, modified or extended, which is why books are so influential in children’s lives while they are young (Hunt, 1998). Literature has the power to affect many aspects of a child’s life and shapes their future adult life.