SFG75
Well-Known Member
One thing I've noticed is that students as a whole, aren't too keen on reading. At the same time, data in my school(and others-I've looked) consistently shows that there is a gender gap in terms of time spent reading, as well as reading abilities(i.e.-decoding, getting the main idea, etc.) I've noticed that if I have kids read silently for just five or ten minutes before a discussion, the boys act as if I'm inflicting mortal pain upon them. At the same time, I've noticed that while some boys will not want to read a book like Where the Red Fern Grows, they will pick up my giant enclyclopedia of boxing or ammunition and memorize every ordinance ever lobbed over German lines in WWII. My experience has been somewhat vindicated as I read a great Washington Post article titled- Why Johnny Won't Read.
Here's a lengthy portion:
So why is it that boys don't read?
Do you agree with the article that I've introduced?
What might be some other factors on this issue?
Here's a lengthy portion:
Although one might expect the schools to be trying hard to make reading appealing to boys, the K-12 literature curriculum may in fact be contributing to the problem. It has long been known that there are strong differences between boys and girls in their literary preferences. According to reading interest surveys, both boys and girls are unlikely to choose books based on an "issues" approach, and children are not interested in reading about ways to reform society -- or themselves. But boys prefer adventure tales, war, sports and historical nonfiction, while girls prefer stories about personal relationships and fantasy. Moreover, when given choices, boys do not choose stories that feature girls, while girls frequently select stories that appeal to boys.
Unfortunately, the textbooks and literature assigned in the elementary grades do not reflect the dispositions of male students. Few strong and active male role models can be found as lead characters. Gone are the inspiring biographies of the most important American presidents, inventors, scientists and entrepreneurs. No military valor, no high adventure. On the other hand, stories about adventurous and brave women abound. Publishers seem to be more interested in avoiding "masculine" perspectives or "stereotypes" than in getting boys to like what they are assigned to read.
At the middle school level, the kind of quality literature that might appeal to boys has been replaced by Young Adult Literature, that is, easy-to-read, short novels about teenagers and problems such as drug addiction, teenage pregnancy, alcoholism, domestic violence, divorced parents and bullying. Older literary fare has also been replaced by something called "culturally relevant" literature -- texts that appeal to students' ethnic group identification on the assumption that sharing the leading character's ethnicity will motivate them to read.
There is no evidence whatsoever that either of these types of reading fare has turned boys into lifelong readers or learners. On the contrary, the evidence is accumulating that by the time they go on to high school, boys have lost their interest in reading about the fictional lives, thoughts and feelings of mature individuals in works written in high-quality prose, and they are no longer motivated by an exciting plot to persist in the struggle they will have with the vocabulary that goes with it.
So why is it that boys don't read?
Do you agree with the article that I've introduced?
What might be some other factors on this issue?