Boys and Literacy: January 2008

1.22.2008

Next steps - What should I consider before I start working with the focal students?

After reading pieces of literature about gender and literacy, and Falk and Blumenreich (2000), I have gained some new insights of what I should do before picking my focal students. The following is what I have brainstormed so far:

Possible Interview Questions and Data Collection:
- school dynamic
- test scores
- running record
- family involvement in reading and writing
- home-school communication
- reading materials available at school and home
- reading preferences (students)
- time committed in reading (at home and at school)
- reading behavior [skimming and scanning, pointing to words, using pictures as cues etc.]
- reading role models at home and school

Possible Actions:
- using homogeneous and heterogeneous groupings/partnerships
- changing classroom logistics
- promoting interactive talk, partnership talk and conferring session
- nurturing social environment [respecting others]
- adding books of students' interests and preferences
- promoting students to inquire critically [letter-writing, journal writing, art work, debate, discussion]
- allowing children to choose their own texts

Possible Materials
- boys-enthused material [sports, actions, mystery, humor]
- a variety of picture books, chapter books, and non-fiction texts
- high interest, low readability texts

How did I get attached to my research topic?

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.

Visit my blog archive daily to see what I am doing with my third grade students in each of the cycle.

References

Allington, R. L. (2005). The other five "pillars" of effective
reading instruction. Reading Today, June/July, 3.

Barnett, R. C., & Rivers, C. (2007). Gender myths and the
education of boys. Independent School, 66(2), 92-103.

Bomer, R., & Bomer, K. (2001). For a better world.
Portsmouth, NH: Heinemann.

Booth, D. (2002). Even hockey players read: Boys, literacy
and learning. Markham, ON: Pembroke.

Calkins, L. M. (2001). The art of teaching reading. New
York, NY: Addison-Wesley Educational Publishers Inc.

Caro-Bruce, C. (2004). Action research. In Powerful Designs
for Professional Learning. Oxford, OH: National Staff
Development Council.

Cunningham, P. M., & Allington R. L. (2002). Classrooms that
work. New York, NY: Allyn & Bacon.

Darling-Hammond, L. (1998). Teacher learning that supports
student learning. Educational Leadership, 55(5), 6-11.

Duke, N. K. (2004). The case for informational text.
Educational Leadership, 61(6), 40-44.

Ediger, M. (2003). Exploring poetry: The reading and writing
connection. Journal of Instructional Psychology, 30(2), 165-
168.

Falk, B., & Blumenreich, M. (2005). The power of questions: A
guide to teacher and student research. Portsmouth, NH:
Heinemann.

Gurian, M., & Stevens, K. (2004). With boys and girls in mind.
Association for Supervision and Curriculum Development,
62(3), 21-26.

Gurian, M., & Stevens, K. (2006). How boys learn. Educational
Horizons, 84(2), 87-93.

Maynard, T. (2002). Boys and literacy: Exploring the issues.
New York, NY: RoutledgeFalmer.

Miller, D. (2002). Reading with Meaning. Portland, Maine:
Stenhouse Publishers.

Moloney, J. (2002). Ideas for getting boys to read. Retrieved
March 3, 2008, from James Moloney Website:
http://www.home.gil.com.au/~cbcqld/james.htm

Owocki, G., & Goodman, Y. (2002). What is kidwatching? In
G. Owocki & Y. Goodman,

Kidwatching: Documenting children’s literacy development
(pp. 1-14). Portsmouth, NH: Heinemann.

Sandford, K. (2006). Gendered literacy experiences: The
effects of expectation and opportunity for boys’ and girls’
learning. Journal of Adolescent and Adult Literacy, 49(4),
302-315.

Scieszka, J. (2003). Guys and reading. Teacher Librarian, (3),
17-18.

Taylor, D., & Lorimer, M. (2003). Helping boys succeed.
Educational Leadership, 60(4), 68-70.

Westby, C. E. (2005). Assessing and remediating text
comprehension problems. In Catts, H. W. & Kamhi, A. G.
(Eds. ) Language and reading disabilities (pp. 157-232).
New York: Pearson Education.

Boys and Literacy

Cycle # 3 Presentation

Cycle # 2 Presentation

Cycle # 1 Presentation

1.22.2008

Next steps - What should I consider before I start working with the focal students?

Boys and Literacy

Exhibit 19 - Reading Poem

Research Question

How did I get attached to my research topic?

Blog Archive

About Me

References