Closing the Reading Achievement Gap for Boys: Engaging Texts, Engaging Practices

1
Closing the Reading Achievement Gap for Boys
Engaging Texts, Engaging Practices

• William G. Brozo
• George Mason University
• wbrozo_at_gmu.edu
• American Reading Forum Sanibel, FL December 12,
  2008

2
What Are Your Opinions About Boys and Reading?

• Boys read less well than girls because in our
  society literacy and masculinity are
  incompatible.
• Even if many boys are poor readers, males in our
  society are privileged and do not need special
  attention.
• Our feminized school environment has contributed
  to boys lack of interest and achievement in
  reading.
• The books and other reading material boys are
  asked to read in school contribute to their lack
  of interest in reading.
• Video and computers are reducing time boys read
  novels and books.

3
Boys Reading, Writing, and Learning10
Empirically Observable Phenomena

• Boys score significantly lower than girls on the
  National Assessment of Educational Progress in
  both reading and writing
• 2. Boys around the world score less well than
  girls in reading and writing (PISA/PIRLS) and
  have lower motivation to read and write than
  their female counterparts
• 3. Far more boys from the same socio-economic
  group as girls score Below Basic on NAEP
• 4. By 4th grade the average American boy is
  two years behind the average girl in reading and
  writing
• 5. Boys read less quantity and less for
  enjoyment than girls

4

• FACTS ABOUT BOYS READING AND LEARNING
• 6. Boys make up 70 of reading disabled and
  labeled students (e.g., 4 times more likely to
  have ADHD diagnosis than girls)
• 7. Boys are 50 more likely than girls to be
  retained at least one grade
• 8. Boys comprise the majority of the nearly
  one million annual
• dropouts
• 9. Boys receive most of the Ds and Fs in
  elementary school and make up the
• majority of students in remedial reading
  classes
• 10. Boys prefer and demonstrate higher
  achievement with non-continuous text

5
A review of the literature reveals that

• Female students consistently read more than male
  students from primary education to higher
  education (Blackwood, Flowers, Rogers, Staik
  1991 Hall Coles, 1997 Gambell Hunter, 2000
  Greaney Hegarty, 1987 Millard, 1997 Moffitt
  Wartella, 1992 Simpson, 1996 Watkins Edwards,
  1992 Whitehead, Capey, Maddren, 1974)
• Gender plays an important role in students
  reading choices.

6
Gendered preferences in reading material

• There is a general consensus in the literature
  that female students devote more time to
  narrative fiction than male students (Blackwood
  et al., 1991 Coles Hall, 2002 Davies
  Brember, 1993 Gambell Hunter, 2000 Greaney,
  1980 Hughes-Hassell Rodge, 2007 Moffitt
  Wartella, 1992 Simpson, 1996 Whitehead et al.,
  1974).

7
Global patterns of gendered preferences and
practices in reading

• Large-scale studies in the United Kingdom of
  childrens reading interests (Coles Hall, 2002
  Hall Coles, 1997 Whitehead et al., 1974)
  found
• Boys read less than girls even when ability and
  attainment were held constant, girls of a given
  ability group tended to do more voluntary reading
  than boys in the same group.
• Girls read remarkably few non-narrative texts,
  whereas boys read considerably more
  non-narratives than girls.
• Girls read more books about relationships and
  romance, while boys read more science fiction and
  fantasy, sports-related books, and war and spy
  stories.
• More females than males read for enjoyment
  outside of school, while males were more apt to
  read for information or to learn how to do
  something. Boys literacy choices tend to give
  greater emphasis to taking information from the
  text rather than analyzing motivation or
  characterization (Coles and Hall, 2001)
• Implication
• If school definitions of literacy were broadened
  to embrace the kinds of texts that boys prefer,
  boys would be more motivated to read and learn.

8
Global patterns of gendered preferences and
practices in reading

• In a study of 16,000 individuals aged 15 and over
  from 15 European Union Member States in 2001,
  Skaliotis (2002) found
• More females than males reported having read
  books over the previous 12 months in all
  countries.
• This pattern was valid for all levels of
  educational attainment.

9
Global patterns of gendered preferences and
practices in reading

• In Australia, Simpson (1996) investigated the
  reading practices of girls and boys aged 10-12
  and found
• Girls read more and read narrative fiction
  almost exclusively they read very little of
  other genres, including non-fiction.
• Boys as a group read less but read more
  non-fiction and had a broader interest in topics.

10
Global patterns of gendered preferences and
practices in reading

• Studies of reading preferences and habits In
  Taiwan and Hong Kong show a pattern similar to
  Western nations
• Females are reading more than males in elementary
  and secondary school (Lin, 2000 Mok Cheung,
  2004)

11
Patterns of gendered preferences and practices
in reading in the U.S.

• In the United States, Hughes-Hassell and Rodge
  (2007) studied the leisure reading habits of
  1,340 students in grades 5 through 8 at an urban
  middle school in a large northeastern city and
  reported
• 54 of male students ranked comics as the
  favorite leisure reading choice

12
Reading less and reading less well in the U.S.

• Nearly half of all Americans ages 18 to 24 read
  no books for pleasure.
• Less than one-third of 13-year-olds are daily
  readers.
• The percentage of 17-year-olds who read nothing
  at all for pleasure has doubled over a 20-year
  period. Yet the amount they read for school or
  homework has stayed the same.
• 15- to 24-year-olds spend only 710 minutes per
  day on voluntary reading
• National Endowment for the Arts. (2007). To read
  or not to read. NEA Washington, DC.

13
Reading less and reading less well in the U.S.

• As American youth read less, their reading skills
  worsen, especially among young males
• 17-year-old average reading scores began a slow
  downward trend in 1992 as evidenced on NAEP.
• For more than 30 years, this age group has failed
  to sustain improvements in reading scores.
• Males underperform relative to their female peers
  on NAEP reading
• National Endowment for the Arts. (2007). To read
  or not to read. NEA Washington, DC.

14
From Bright Beginnings for Boys

• Failing to meet the literacy needs of all young
  boys isnt so much a crisis as it is an
  imperative educational challenge. And it is also
  a challenge to address a glaring social justice
  issue, because those who struggle most to learn
  how to read, who dominate remedial reading
  classes and programs, and who will suffer
  disproportionately as adults if they fail to
  become competent readers are boys of color.

15
From Bright Beginnings for Boys

• Furthermore, concerns about boys reading
  attitudes and achievement should be framed around
  more responsive literacy instruction and
  interactions for all children. Boys need to be
  engaged and capable readers not solely to be as
  good as or better than girls, but to increase
  their educational, occupational, and civic
  opportunities and, above all, to become
  thoughtful and resourceful men.

16

• WHY ENGAGEMENT IN READING AND LEARNING
• IS SO IMPORTANT TO BOYS
• The More Students Are Engaged in Reading and
  Learning, The
• Higher Their Academic Achievement
• Engaged Readers Can Make Up for Low Family Income
  
• and Parental Educational Backgrounds
• Motivation is Inextricably Tied to the Text
  Topic, the
• Level of Difficulty of the Text, and
  the Instructional
• Practices Used with the Text
• Boys Who Are Non-Disruptive But Disengaged Are
  Often
• Ignored While They Continue to Lose Skill and
• Interest in Reading

17
Reading Performance and Socio-Economic Background
by Level of Reading Engagement for Students on
PISA
600
580
560
540
520
500
480
460
440
420
400
Low
Medium
High
18
Boys Motivation Increases and They Learn More
Effectively When

• Their teachers form good relationships with them
• Their teachers enjoy teaching
• They are provided choices and input into the
  lesson
• Their schoolwork is interesting, relevant, and
  they are provided variety in content
• Their opinions and perspectives are respected
• Martin, A.J. (2003). Boys and motivation. The
  Australian Educational Researcher, 30, 43-65.

19

• SUPPORTING BOYS
• ON THEIR LITERATE JOURNEYS
• Three Important Guidelines
• 1. Match Reading Material to Outside-of-School
  Interests
• 2. Bridge Competencies with Familiar Texts to
  Academic Literacy
• 3. Form Cross-Age Tutoring Partnerships and Use
  Community
• Mentors as Reading Buddies

20
1. Match Reading Material to Outside-of-School
Interests

• My Bag Finding Entry Point Texts
• Boys Book Clubs
• Booktalks

21
In response to the gender gap in reading

• Researchers and educators highlight the
  importance of taking boys reading interests into
  account and offering them more choices in reading
  materials in order to foster conditions for
  learning (Brozo, 2002 Cavazos-Kottke, 2005
  Coles Hall, 2001 Millard, 1997 Smith
  Wilhelm, 2002 St. Jarre, 2008 Taylor, 2005
  Worthy, 1998 Worthy, Moorman, Turner, 1999).

22
DISCOVERING STUDENTS OUTSIDE OF SCHOOL
INTERESTS WITH THE MY BAG STRATEGY

• A Strategy That Allows The Teacher to Get to Know
  Students in an Interesting and Fun Way
• Students Gather Emblems, Symbols, and Other Items
  That Represent Who They Are Their Interests,
  Hobbies, Loves, Relationships, etc.
• Emblems Often Include Photographs, Memorabilia,
  Souvenirs, Toys, etc.

• Items Are Placed in a Bag or Backpack and Shared
  With Classmates and the Teacher
• Students Should Provide a Written List of Items
  and a Brief Statement About Each Items
  Significance

23
The Goal of the My Bag Strategy is to Tie
Reading and Learning Experiences to Students
Interests Students Should be Shown That They Can
Read About What They Like to Do Helps Teachers
Motivate Students to Read by Connecting Text to
their Outside of School Interests
24
A PICTURE MY BAG FOR BILL BROZO
25
BOOK TALKS EXPOSING STUDENTS TO NEW BOOKS
AND OTHER TEXTS A SHORT, EXCITING GLIMPSE OF
A BOOK A PERSONAL INTRODUCTION TO A BOOK
26
GOALS OF THE BOOK TALK

• GIVEN FREQUENTLY THROUGHOUT THE YEAR
• EXPOSE STUDENTS TO A RANGE OF TOPICS, GENRES, AND
  ABILITY LEVEL TEXTS
• CREATE TIME AND SPACE FOR STUDENTS TO SELF-SELECT
  BOOK-TALKED BOOKS
• INTEGRATE BOOKS INTO CONTENT TOPICS AND UNITS

27

• SETTING UP A BOYS BOOK CLUB
• IDENTIFY MALE STUDENTS WHO WOULD MOST BENEFIT
  
• STRUGGLING READERS, DISENGAGED READERS
• CREATE A TIME AND SPACE FOR BOOK CLUB
  ACTIVITIES
• BEST IF HANDLED WITHIN THE CONTEXT OF
  NORMAL SCHOL DAY, DURING READING CLASS
  TIME LUNCH AND AFTER SCHOOL CLUBS
• DETERMINE THE RIGHT STUFF AT THE RIGHT LEVEL
  SINCE THE
• GOAL OF THE BOOK CLUB IS TO PROMOTE ENGAGED
  
• READING, EVERY EFFORT NEEDS TO BE MADE TO PUT
  INTO
• BOYS HANDS READING MATERIAL THEY FIND
  INTERESTING
• AND ACCESSIBLE IN TERMS OF DIFFICULTY

28

• BOYS BOOK CLUB
• HONOR CLUB MEMBERS CHOICE OF TEXT
• ALLOW BOOK CLUB MEMBERS MUTLIPLE MODES
• OF EXPRESSION
• MAKE HAVING FUN WITH TEXTS A HIGH PRIORITY
• ENSURE ADULT MEN--PREFERABLY THOSE WHO
• ARE ACTIVE READERS--PARTICIPATE IN THE BOOK
• CLUB

29

• PREFERRED READING MATERIAL
• FOR A BOYS BOOK CLUB
• SHORT IN LENGTH -- sports biographies,
  newspaper
• magazine articles
• ACTION PACKED Death Walk
• MALE PROTAGONIST -- Chaser
• HUMOROUS Jon Scieszkas books (Time Warp
  Trio)
• ARCHETYPAL -- Daniel Boom AKA Loud Boy
• INFORMATIONAL CD notes Secret Messages
• Concealment Codes and Other
  Types of Ingenious Communication

30
Actual Boys Book Clubs

• Books and Balls
• M.O.B. Men of Books
• Club B.I.L.I. - Boys in Literacy Initiative

31
2. Bridge Competencies with Familiar Texts to
Academic Literacy

• By eliminating barriers between students
  competencies with outside-of-school texts and
  classroom practices it is possible to increase
  engagement in learning and expand literacy
  abilities (Sturtevant, Boyd, Brozo, Hinchman,
  Alvermann, Moore, 2006).
• Playing computer and video games
• Reading comic books and graphic novels
• Reading magazines related to their hobbies
  (skateboarding, collecting, sports)
• Listening to/playing music and reading/writing
  song lyrics

32
Popular Music as Context for Learning and Using
New Vocabulary

• With the American rapper Snoop Doggs lyrics for
  I Love to Give You Light a 7th grade remedial
  reading class of mostly boys found numerous
  examples of words with /ck/ and /ch/ blends.
  These words were written into a t-chart in their
  vocabulary notebooks.
• 
  
• _____ch ck
• choir background
• such jackers
• alchemist glock
• preach block
• chuuch locked
• teachin black
• watchin
• each
• preachin
• reach
• purchase
• Beach
• child

33
Popular Music as Context for Learning and Using
New Vocabulary

• The students worked with a partner to think of
  new words with the /ch/ and /ck/ sounds and add
  them to the t-chart.
• Student pairs then wrote their own rap lyrics
  that contained all or some of the new words they
  generated for the two word families.
• As one student read the rap the other kept rhythm
  on his desk top

I put my socks in my backpack when I go to
school. I put my backpack in my locker or I look
like a fool. I get my socks from my backpack
when I go to gym. Where I catch the ball then
stick it in the rim.
34
Popular Computer/Video Games as Context for
Learning

• With students interest and experience in playing
  a Star Wars video game, a 6th grade teacher
  taught science vocabulary related to space.
  Words from the game were written into the chart
  and their vocabulary notebooks. This was
  especially engaging for her boys.
• Star Wars Words Your Definition
  Dictionary
• galaxy -the stars and planets -a cluster of
  stars, nebulae, planets
• meteor -a rock from space -small matter in the
  solar system
• planets -like the earth -a body that revolves
  around the sun
• space station -a station that floats in space
• booster rockets -help the ship go faster

35
Popular Computer/Video Games as Context for
Learning

• The students worked with a partner to write their
  own Star Wars story using the words in context.
  One pair of students wrote
• Luke Skywalker sat in a space station. It was in
  our galaxy. He was going to set off the booster
  rockets so he could travel to a planet. The
  planet was going to be hit by a meteor and Luke
  had to save it.

36
Learning about allusions in English

• Using students media to recognize and analyze
  allusions
• Shrek 2
• Find allusions in the texts of their choice and
  post them on a class blog

37

• http//www.youtube.com/watch?vAMAA0dfZRsU

38
Examples of allusions from boys media posted on
blog

• The avant garde music group Mr. Bungle modified
  the Warner Brothers logo into their own
  creation. By simply flipping and turning their
  records label (Warner Brothers), they made an
  already existing logo into something brand
  spanking new. This is an allusion to the bands
  label, so it is kind of like a self-promoting
  allusion.

39
Examples of allusions from boys media

• This is a 3 Doors Down song called Kryptonite,
  and the allusion is that the whole song
  references Superman. The purpose of this allusion
  is to show how everyone needs someone who makes
  their life worth living, even the supernatural.
• If I go crazy then will you still Call me
  Superman If I'm alive and well, will you be
  There holding my hand I'll keep you by my side
  with My superhuman might Kryptonite

40
Examples of allusions from boys media

• In the song Us by Regina Spektor, she refers to
  the Den of thieves. Were living in a Den of
  Thieves, rummaging for answers in the pages. The
  Den of Thieves is a book written about Wall
  Street moguls who were almost able to get away
  with stealing millions of dollars. What she means
  is that we are all living in a society with lies
  and secrets. We get the answers by lying to
  ourselves and others.

41
Examples of allusions from boys media

• I found one from Family Guy
•   
• http//www.youtube.com/watch?vAMAA0dfZRsUfeature
  related
• This is an allusion to The Ring, like how when
  you watch the cursed video in the movie The Ring,
  youll die. In Family Guy, the cursed video is
  The Simpsons, which is their rival. And if you
  watch is, theyre basically The Simpsons is bad
  for you.

42
Examples of allusions from boys media

• In a Jimmy Neutron-Boy Genius episode, Jimmy goes
  to find out why the Bermuda triangle has so many
  problems. On his way into the ocean to search for
  and underwater entrance, the viewers see a small
  pineapple. As all Nickelodeon viewers know,
  Spongebob Squarepants lives in that pineapple.
  This was the producers way of saying Hi to the
  cast of Spongebob.

43
Examples of allusions from boys media

• My allusion is from the anime Lucky Star (which
  no one has probably heard of, but is the only one
  I can think of at the moment). In one of the
  episodes, the main character, Konata, cosplays
  (dresses up) as a character from another anime,
  Haruhi from The Melancholy of Haruhi Suzumiya at
  a cosplay café. The function of this allusion, in
  a way, is self-promotion because the writers of
  Lucky Star also wrote The Melancholy of Haruhi
  Suzumiya.

44
Popular Music as Context for Engagement in
Writing Business Contracts

• As Marta, a business teacher, observed her male
  students enter the classroom one day, she became
  inspired by an obvious way the topic of writing
  business contracts could be linked to their
  realworld interests and desires.
• Many had Tejano music pulsing from their
  headsets, which led Marta to consider how her
  students love of this Mexican-American musical
  hybrid could form the basis of a fun and
  meaningful lesson

45
Popular Music as Context for Engagement in
Writing Business Contracts

• In pairs one student represented a recording
  artist and another a record company.
• They created a fictitious name for both the
  company and the artist (e.g., Tejano singer,
  Lil Mario, recording company, Sanchez
  Records).
• Pairs accessed helpful Internet sites from a list
  provided to obtain background on the language and
  format of contracts in the music recording
  business.

46
Popular Music as Context for Engagement in
Writing Business Contracts

• While one pair of students hammered out a
  contract, other pairs of students looked on then
  the roles were switched.
• At regular intervals, student observers were
  given the opportunity to share reactions to and
  ask questions of the pair of negotiators they
  were observing.

47
3. Form Cross-Age Tutoring Partnerships and Use
Community Mentors as Reading Buddies

• THE MOST POTENT BENEFIT OF SUCH A PROGRAM
  (CROSS-AGE TUTORING PARTNERSHIP PROGRAM) IS
• THAT IT IMBUES STRUGGLING READERS WITH A SENSE
• OF RESPONSIBILITY AND PURPOSE FOR IMPROVING
• THEIR OWN ABILITIES
• --BROZO HARGIS, JAAL, September 2003

48

• COMPONENTS OF A CROSS-AGE BUDDY READING PROGRAM
  FOR BOYS
• ONE OLDER STRUGGLING MALE READER PAIRED
• WITH ONE YOUNGER NOVICE OR STRUGGLING READER
• OLDER STUDENT PREPARES READING MATERIAL AND
• STRATEGIES
• READS TO AND WITH YOUNGER MALE STUDENT,
• HELPING WITH WORD ATTACK AND COMPRE-
• HENSION
• MAKES A BOOK TOGETHER BASED ON YOUNGER
• STUDENTS INTERESTS AND EXPERIENCES
• ONE TO THREE SESSIONS PER WEEK

49
Reading Buddies

• 17-year-old Tremayne 2nd grader LaBron in a
  cross-age tutoring program
• Read about and researched Chicago Bears football
• Led to performance enhancement drugs, steriods
• Explored the exaggeratedly muscled heroes and
  villains in computer games, such as True Crime
  Streets of LA (Activision), WWF Wrestlemania
  (THQ), Take No Prisoners (Red Orb), The Hulk
  (Vivendi-Universal), Army Men Sarge's Heroes
  (3DO), and X-Men Mutant Academy (Activision). .

50
Reading Buddies

• Pictures were then downloaded into Adobe
  Photoshop so they could be altered
• Tremayne and LaBron learned how to rework the
  main characters' physiques, reshaping them in
  ways that were more proportional to normal muscle
  development
• They displayed their work in a PowerPoint
  presentation with "before" slides, accompanied by
  captions warning of the dangers of steroids and
  other illegal substances for building muscle, and
  "after" slides with statements about good health,
  diet, and fitness

51
Community Mentors as Reading Buddies for Boys

• Gender- and cultural-matched role models have the
  most positive effect on educational outcomes
  (Zirkel, 2002) and are sorely needed in the lives
  of many boys (Brozo, 2002)
• Men who are active readers can work one-on-one or
  participate in boys book clubs

52
Community Mentors as Reading Buddies for Boys

• One mentoring pair included Rickey, a recently
  retired Naval pilot and instructor, and Marcus, a
  13-year-old seventh-grader with a reading
  achievement level of 4th grade and a special
  education label he had also spent the previous
  year in a juvenile detention facility
• Built fluency with the book The House that Crack
  Built
• Read the novel Monster and role played scenes
• Wrote letters to Congressmen urging them not to
  support legislation to make the death penalty an
  option for minors found guilty of capital murder

53
Research Directions

• How can alternative/youth media/literacies
  motivate boys to read academic texts? (e.g.,
  bridge texts)
• What levels of engagement, critical thinking and
  consciousness are possible when boys are given
  choice in their response options/formats to
  school texts?
• How might practices such as archetypal text,
  culture jamming and critical media literacy be
  used to engage boys in deconstructing hegemonic
  masculinity?
• How do we honor boys discourses of desire while
  encouraging and nurturing more sophisticated text
  choices and more thoughtful reading?

54
Bridge Books and Texts

• Goal is to motivate reluctant and disinterested
  youth to read required academic texts
• Canonical and required texts, even if readable,
  may turn youth off to reading without prior
  exposure to bridge texts
• Transition youth into challenging academic texts
  with texts that are engaging and put knowledge
  bases in place for academic literate tasks

55
Examples of Bridge Books/Texts

• Young Adult Novel
• Across the Barricades as a bridge to Romeo and
  Juliet
• Graphic novels
• Maus as a bridge to reading and studying the
  Holocaust
• Palestine as a bridge to reading and learning
  about the Arab/Israeli conflict
• Websites
• Skateboard Science as a bridge to reading and
  studying laws of physics http//www.exploratorium.
  edu/skateboarding/

56
Transforming the Iliad into a popular cultural
text

• Rewriting key sections of the Iliad into comic
  strips with dialogue captured in bubbles and
  scenes expressed in art (Jacobs, 2007 Lenters,
  2007)
• Allowing students to use hybrid languages--their
  languages remixed in the language of the text
  (Knoble Lankshear, 2008)
• This was the first time in a long time that I
  wanted to come to school. I wanted to finish my
  project. . . And at first, I didnt think the
  Iliad was gonna be good, but it was a better
  story than I thought.

57
Deconstructing Hegemonic Masculinity

• Real Men Unit in the barrio in South Texas
• Archetypal texts that offer boys the surprising
  and multifarious faces of masculinity
• Bean Harpers Reading Men Differently

58

• REMEMBER
• WHEN IT COMES TO BOYS AND READING
• THEY NEED THE RIGHT STUFF, AT THE RIGHT LEVELS,
  IN THE RIGHT WAYS
• PARENTS, TEACHERS, AND LIBRARIANS SHOULD RESPECT
  BOYS INTERESTS AND HONOR THEIR DISCOURSES OF
  DESIRE
• ALL ADULTS CAN MODEL FOR BOYS THE PLEASURES AND
  BENEFITS OF ACTIVE LITERACY
• FINDING ENTRY POINTS TO A PERSONAL LITERATE
  JOURNEY IS THE HIGHEST GOAL WHEN WORKING WITH
  BOYS
• VIEWING BOYS AS A RESOURCE WILL IMPROVE THE
  CHANCES OF ELEVATING THEIR READING
  ENGAGEMENT/ACHIEVEMENT

59
BOYS ARE OUR HOPE FOR THE FUTURE, YOU ARE
THEIR HOPE TODAY.

THANK YOU
60
References

• Blackwood, C., Flowers, S. S., Rogers, J. S.,
  Staik, I. M. (1991). Pleasure reading by college
  students Fact or fiction? Paper presented at the
  Mid-South Educational Research Association
  Conference, Lexington, KY.
• Brozo, W. G. (2002). To be a boy, to be a reader.
  Newark, DE International Reading Association.
• Cavazos-Kottke, S. (2005). Turned out but turned
  on Boys (dis)engaged reading in and out of
  school. Journal of Adolescent Adult Literacy,
  49(3), 180-184.
• Coles, M., Hall, C. (2001). Boys, books and
  breaking boundaries Developing literacy in and
  out of school. In W. Martino B. Meyenn (Eds.),
  What about the boys? Issues of masculinity in
  schools. Buckingham, UK Open University Press.
• Coles, M. Hall, C. (2002). Gendered reading
  learning from childrens reading choices. Journal
  of Research in Reading, 25(1), 96-108.
• Gambell, T., Hunter, D. (2000). Surveying
  gender differences in Canadian school literacy.
  Journal of Curriculum Studies, 32(5), 689-719.
• Greaney, V. (1980). Factors related to the amount
  and type of leisure reading. Reading Research
  Quarterly, 15(3), 337-357.

61
References

• Greaney, V., Hegarty, M. (1987). Correlates of
  leisure-time reading. Journal of Research in
  Reading, 10(1), 3-12.
• Hall, C., Coles, M. (1997). Gendered readings
  Helping boys develop as critical readers. Gender
  Education, 9(1), 61-68.
• Hughes-Hassell, S., Rodge, P. (2007). The
  leisure reading habits of urban adolescents.
  Journal of Adolescent Adult Literacy, 51(1),
  22-33.
• Jacobs, D. (2007). More than words Comics as a
  means of teaching multiple literacies. English
  Journal, 96(3), 19-25.
• Knoble, M., Lankshear, C. (2008). Remix The
  art and craft of endless hybridization.
• Journal of Adolescent Adult Literacy, 52(1),
  22-33.
• Lenters, K. (2007). From storybooks to games,
  comics, bands, and chapter books
• A young boy's appropriation of literacy
  practices. Canadian Journal of Education,
• 30(1), 113-136.

62
References

• Lin, W. P. (2000).  Taiwanese childrens reading
  interest.  National Tai-Tung Teachers College
  Publishing.
• Millard, E. (1997). Differently literate Gender
  identity and the construction of the developing
  readers. Gender Education, 9(1), 31-48.
• Moffitt, M. A. S., Wartella, E. (1992). Youth
  and reading A survey of leisure reading pursuits
  of female
• Millard, E. (1997). Differently literate Gender
  identity and the construction of the developing
  readers. Gender Education, 9(1), 31-48.
• Moffitt, M. A. S., Wartella, E. (1992). Youth
  and reading A survey of leisure reading pursuits
  of female and male adolescents. Reading Research
  and Instruction, 31(2), 1-17.
• Mok, J. Cheung, S. (2004). Book reading culture
  of youth in Hong Kong. Hong Kong The Hong Kong
  Federation of Youth Groups.
• Simpson, A. (1996). Fictions and facts An
  investigation of the reading practices of girls
  and boys. English Education, 28(4),268-279.
• Skaliotis, M. (2002). Key figures on cultural
  participation in the European Union.
  International Symposium on Culture Studies,
  EUROSTAT, Luxemburg.

63
References

• Smith, M., Wilhelm, J. (2002). Reading dont
  fix no Chevys Literacy in the lives of young
  men. Portsmouth, NH Heinemann.
• St. Jarre, K. R. (2008). Dont blame the boys
  Were giving them girly books. English Journal,
  97(3), 15-16.
• Taylor, D. L. (2005). Not just boring stories
  Reconsidering the gender gap for boys. Journal of
  Adolescent Adult Literacy, 48(4), 290-298.
• Watkins, M. W., Edwards, V. A. (1992).
  Extracurricular reading and reading achievement
  The rich stay rich and the poor dont read.
  Reading Improvement, 29(4), 236-42.
• Whitehead, F., Capey, A. C., Maddren, W.
  (1974). Childrensreading interests. London
  Evans/Methuen Educational
• Worthy, J. (1998). On every page someone gets
  killed! Book conversations you dont hear in
  school. Journal of Adolescent Adult Literacy,
  41(7), 508-517.
• Worthy, J., Moorman, M., Turner, M. (1999).
  What Johnny likes to read is hard to find in
  school. Reading Research Quarterly, 34(1), 12-25.

64

• Fashola, O. (Ed.). (2005). Educating
  African-American males Voices from the field.
• Thousand Oaks, CA Corwin Press.
• Noguera, P. A. (2008). The trouble with Black
  boys And other reflections on race,
• equity, and the future of public education. New
  York Jossey-Bass.