Research reveals that boys' perceived disinterest in reading fiction is a misconception!
In a recent study published in the International Journal of Inclusive Education, lead author Laura Scholes is advocating for a reform in literacy agendas. She suggests that teachers should focus on fostering the will to read and the enjoyment gained from literature, especially among boys.
The study involved 318 Year 3 pupils in Australia, with the majority attending state schools. The research aimed to investigate self-reported reading enjoyment, frequency, and achievement on national reading tests.
The results revealed some interesting insights. Fiction emerged as the most favored reading genre for schoolboys, with 57% of the boys surveyed saying they liked fiction or story books 'a lot'. In comparison, only 53% of students liked non-fiction, 37% liked comics and magazines, and overall, 63% of students liked fiction 'a lot'.
Interestingly, the study also found that students from schools in poorer areas tended to struggle to achieve the same reading scores as more affluent children. This finding has important implications for parents, teachers, and policy-makers, suggesting that the range of boys' reading preferences may have been underestimated.
Scholes emphasizes the role of fiction in reading development. She believes that facilitating opportunities to develop sustained enjoyment of reading fiction in the classroom can expand boys' repertoire of reading experience. Library visits, she suggests, are 'particularly important for emerging readers', as they may broaden the reading experience of boys and students from under-resourced homes.
The study also showed that students who had higher levels of enjoyment for fiction and non-fiction, and who read more frequently, were more likely to have better reading skills. This finding aligns with evidence from international studies showing that reading for pleasure is linked to higher reading outcomes, but this varies according to a child's gender, location, and socio-economic status.
The study also touched upon gender stereotypes in reading. While girls were more likely to rate their enjoyment of reading non-fiction more highly than boys (55% vs 51%), the new study suggests that these stereotypes may be holding boys back in the classroom.
The DOI for the study is 10.1080/13603116.2021.1941319. Scholes encourages teachers to communicate with parents about strategies that encourage children to read, including fiction, to help foster a love for reading and improve reading outcomes.
In conclusion, the study underscores the importance of promoting reading enjoyment, particularly fiction, early on in schooling. It also emphasizes the need to address gender stereotypes in reading and to ensure that all children, regardless of their socio-economic background, have equal opportunities to develop a love for reading and the associated benefits.
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