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Boys tend to be less enthusiastic about reading than girls.
Men, too, do not always develop their literacy skills - which
may mean they cannot offer their children the support they
need to learn. Positive role models who provide motivation
- at home, at school, at work or in the community - can make
all the difference. The Reading Champions scheme exists to
recognise their contribution, support their work and spread
the word about what they achieve. Schools are encouraged to
use a similar approach in engaging girls but the external
recognition from the National Reading Campaign is reserved
for boys only.
The gap between the sexes starts early. Figures from the Department
for Education and Skills in 2005 show that from key stage
1 (reception to year 2) to key stage 4 (year 10 and 11) girls
score consistently higher than boys in all literacy related
tasks. The 2001 Progress in International Reading Literacy
Study (PIRLS) found that girls out-performed boys in reading
in every participating country. Although research has shown
that boys start reading quite keenly, they often stop when
other interests intervene.
Initiatives to improve boys' educational attainment and attitudes
to reading are often hampered by a lack of involvement from
dads and other significant male figures. The National Reading
Campaign believes that to change attitudes and motivate boys
to read it is vital that they have contact with reading role
models - men and boys from all walks of life who inspire others
to read. The Reading Champions scheme provides a framework
through which schools and other organisations can build a
network of these champions and develop a culture in which
the reading habit is nurtured and supported.
Activities such as watching television, playing computer games,
meeting with friends and playing sport tended to take precedence
over reading. Statistics published in October 2003 show that
the percentage of Year 6 boys who read during dinner time,
play-time, or in the evening dropped from 29% in 1997 to 17%
in 2002. However, research has also shown encouraging results.
A survey of children's reading attitudes in 2005 by Tesco
challenged the myth that books are losing their appeal, stating
that about 40% of parents think their children read more than
they did at the same age. The important factor in encouraging
reading is to find books that target the interests of young
people and capture their imagination.
Research
on attitudes to reading
Key reports on attitudes to reading:
Being a reader: The relationship with gender - article based on the NLT's Young people's self-perception as readers research, 2008
Young people and reading - survey of Reading Champions schools, 2005
Young
People's Attitudes towards Reading - April 2004
Nestle Family Monitor survey into young people's reading habits
across the UK.
Reading
all over the world - April 2003
NFER report on PIRLS study examining the reading skills of
150,000 children aged 9-10 years old in 35 countries.
Reading
for Change - 2002
OECD report on the results from PISA 2000's international
assessment of reading ability.
Children's attitudes to
reading Literacy Today article on changes since 1998 (March
2004)
Nestle Family Monitor/MORI (2003) reported substantial gender
differences in the types of books boys and girls found most
enjoyable. Boys were significantly more likely than girls
to find sports books enjoyable, with 39% of boys choosing
this type of book compared with just 6% of girls. By contrast,
girls were significantly more likely than boys to enjoy books
about TV programmes, such as Big Brother and EastEnders (29%
versus 16%). Finding books that engage boys' interests not
only encourages them to read for pleasure, but can have a
positive effect on achievement. An analysis of the Programme
for International Student Assessment (PISA) results from 2000
by the Scottish Executive (2004) shows that 15-year-olds who
read for pleasure - fiction or non-fiction - tend to score
better in reading tests.
Booklists and recommended reads
Research
on reading choice
Studies have shown that children who experience reading in
an enjoyable way are more likely to grow up to be readers.
An environment in which reading is visible and celebrated
can nurture a positive attitude towards reading, resulting
in increased motivation and engagement. Reading role models
can play an important part in attracting new readers and supporting
learning as buddies or mentors. Targeting boys' interests
is another key factor in motivating them to read. The Nestle
Family Monitor 17, published in November 2003 found that boys
were "significantly more likely than girls to say that they
are encouraged to read if the book is about a place, subject
or hobby in which they are interested." Reading doesn't have
to mean reading fiction - supporting boys' reading choices
of non-fiction, magazines or newspapers can lead them to become
more motivated and engaged in reading.
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