Road Map

Road Map: Boys and Literacy

Action Research Question
What are some promising strategies that could help third grade boys who are reluctant readers to be motivated in reading, and increase their stamina in reading?

Rationale of my research
One of the most memorable experiences that I have encountered in my teaching last year was the consistent challenge in encouraging and teaching two of my fourth grade students to read. Both of the students were male: one was a reluctant reader without individual education plan, and the other was diagnosed with Attention Deficit Hyperactivity Disorder. Both of them found that reading was boring, especially when reading fictional texts. Even though I separated them in my seating plan, having them to sit quietly and independent was almost impossible. Since they were both very close friends, at recess, they fed off each other by agreeing and confirming that they would never become a good reader. During reading time, they pretended they were reading by just picking up anything that was similar to a book, for instance, a dictionary, hoping they would get away.

It was the beginning of the school year when I noticed the two boys. Immediately, I had them pulled out individually and had a talk with them. I showed them their reading questionnaire sheet that they filled out, and asked them to tell me more about their reading experience and if they ever read at home with their parents or siblings. I investigated more by asking what genres of books they liked to read so that I could locate the books they liked from the school’s library or bookroom in order for them to access them. After that, I contacted their parents to get a deeper understanding of the boys’ behavior and family support at home.

The two boys had given me challenging time on a daily basis. I tried reading aloud stories that were more “boys’ interest”, and I encouraged them to read books about animals because that was what they liked to read. Some of the questions I have always had are: What are some effective approaches or specific genres that could arouse boys’ interest in reading? How do I encourage reluctant readers or students with ADHD/ ADD to read, and build stamina in reading? Having these questions in the back of my head, I have determined to find out the answers myself through an action research that consists of three cycles.

Blogging
My action research is broken down into three cycles. Each cycle includes a series of anecdotal observations and actions, such as minilesson, strategy lesson, read aloud, and one-on-one conference. My interpretations, implications, and reflection of these actions and students’ artifacts are documented in my blog site, http://www.jennykwokmarp.blogspot.com/. The printouts of the blog entries are in chronological order, and the exhibits are located in the back of the binder. At the end of each cycle, there is a PowerPoint slideshow that sums up the findings of the actions and observations conducted. As you are reading the blog or the printouts in the binder, you will find that some entries have been revised; they are marked as “Revised Entry”.