2. OUR RESEARCH TELLS US…
Boys are not achieving as well as girls in reading and writing.
Unmotivated readers lack self esteem in reading
Unmotivated readers blame other factors
“the classroom is too noise” or “it was unfair”
Reluctant readers become skilled evaders.
Males are continuing to drop out of school
There has been a drop in the number of males that are
graduating from university
3. DIFFICULTIES FOR BOYS
Boys are less successful in girls in conventional literacy
classrooms and activities.
Boys show a general lack of interest in print based activities.
Boys perceived that school work was irrelevant
Boys were more disruptive, distracted and unmotivated.
4. POSITIVES FOR BOYS
Boys are more interested in electronic and graphic texts
Boys want to DO literacy
Debating, drama, public speaking
5. WHY FOCUS ON READING
the gender gap is primarily driven by performance differences in
English,
boys and girls are still obtaining similar results in math and
science.
6. SO WHAT ARE WE DOING ABOUT
IT?
Build better classroom Libraries that include books that interest
boys
Graphic Novels
Electronic News and Stories
Magazines
Instruction Manuals
Action Adventure Stories
Stories with strong male leads
Non Fiction text stories
Series books
7. SO WHAT ARE WE DOING ABOUT
IT?
Boys Book Club
For grade 3 and grade 6 Boys
For Level 2 at risk or Level 3 reluctant readers
Boys learn that reading can be fun
Read material that interests them
Play games or complete activities based on readings
Ie: Read recipe then bake
IE: Read instructions and play a new game
8. SO WHAT ARE WE DOING ABOUT
IT?
Make reading fun and engaging
Balance our Read Alouds so that target boys and girls
Tell stories through Drama
Link our lessons to real world issues
Use technology
Plan reading time into our daily schedules
9. SO WHAT ARE WE DOING ABOUT
IT?
Structuring our Lessons Differently
Work in smaller segments of time by chunking work
Using short term goals that students can achieve quickly
Success criteria
Analyze the concrete parts of a text then the emotional ones.
Receive regular feedback
Teaching explicitly
10. SO WHAT ARE WE DOING ABOUT
IT?
Explicitly teaching Comprehension strategies. We let them in on
the secret
Using think alouds
Label and teach comprehension strategies.
Drawing inferences
Make predictions
Summarizing a text
Using graphic organizers and writing frames
11. SO WHAT ARE WE DOING
Embrace the Arts
Use games and role playing
Use music with and without lyrics
Let them Talk
Working in groups
Sharing experiences
12. WHAT CAN PARENTS DO?
Take it easy…
Let your son choose his own reading material.
Boys need strong male role models
Model reading to your children by reading for your personal
enjoyment
Read with your child
Go to the library
Ask questions about what you are reading
Compare what you read to your lives and the world.
Notas do Editor
Test results provincially and at the board level indicate that overall, boys are not achieving as well as girls in reading and writing. In order to engage, motivate and improve boys’ literacy skills, the HWDSB began supporting boys through “Boys Read to Succeed” reading clubs for Grade 3 and Grade 6 boys across the boardhttp://www.hwdsb.on.ca/lawfield/departments/literacy.htmlReaders who tend to be unmotivated often lack self-esteem regarding their ability to read. • They often attribute their difficulties to the difficulty of the task, interference, too much noise, vision problems, or unfairness. • Seldom do they acknowledge that their own lack of skill is at the heart of the problem. • Often they have a sense of hopelessness. When the reluctance of these students to participate in activities is interpreted as defiance or laziness, their underlying reading problem may not be identified or addressed. • Reluctant readers who have had many years of frustration often become skilled evaders who try either to “hide out or act out” so they can avoid reading. The number of young males who are dropping out of school, relinquishinggraduation, and dispensing with college or university education, thereby constraining theireconomic futures, is a source of continuing concern. The report goes on to state that “In2005, 62% of all university undergraduate completers were female and 38% were male – achange from 1992, when 58% were female and 42% were male” (p. 23).
boys were less successful than girls in their ways of negotiating and participating inconventional literacy classrooms and conventional literacy activities; boys showed a general lack of interest in print-based reading and writing activities; boys demonstrated a perceived lack of purpose and relevance in school work; boys made “minimalistic” efforts to complete and present school literacy tasks; boys were disruptive, easily distracted and difficult to motivate within the classroom; and boys lacked self-esteem and confidence as learners.the gender gap is primarily driven by performance differences in English, whereasboys and girls are still obtaining similar results in math and science.
boys had a strong interest in electronic and graphic forms of literate practice; boys were willing to “do” literacy in active, public ways (such as debating, drama,public speaking); and boys were eager to engage with “real-life” literacy contexts and “real-life” literacypractices.
