Are boys actually bad at reading? Investigating the causes for the gender reading gap.

Student, A. (2020) Are boys actually bad at reading? Investigating the causes for the gender reading gap. Undergraduate thesis, University of Chichester.

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Abstract

This study aimed to understand how a range of factors influenced boys’ reading attainment and attitudes in a mixed Year 1 and 2 class, as there is a clear and consistent gender gap between boys and girls in this field. There are a number of factors which influence boys’ reading which were investigated as a result of the literature review: gender and sex; home support; and teacher support. To investigate the research questions, field notes, questionnaires, teacher interviews and child focus groups were used as the methods. The study showed a link between a child’s sex and attainment, but there did not appear to be a link between a child’s gender and their reading attitudes. It also showed that good support from schools has a positive effect on boys’ reading attitudes and attainments. Finally, the study highlighted that parental support has the potential to affect reading attitudes and attainment significantly, and that home-school relations are extremely important. The research leads to recommendations regarding teachers’ subject knowledge of children’s literature and home-school relations.

Item Type: Thesis (Undergraduate)
Additional Information: BA (Hons) Primary Teaching
Uncontrolled Keywords: reading, literacy, reading for pleasure
Subjects: L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Departments > Education
Undergraduate Dissertations
Depositing User: Ruth Clark
Date Deposited: 30 Jun 2020 10:17
Last Modified: 30 Jun 2020 10:17
URI: http://eprints.chi.ac.uk/id/eprint/5238

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