Current Research and Classroom Practice: Toward More Inclusive Approaches to Literacy Development in Schools

David Booth,Susan Elliott-Johns

doi:10.26522/brocked.v19i1.120

Abstract

This paper offers an exploration of current research and related practice in boys’ literacy development, interprets key findings in the literature, and further explores some of the complex dilemmas and debates related to the ‘gender gap’ – i.e., differences between the achievement of boys and girls in this area. In conclusion, the authors suggest that governments, policy-makers, administrators, teachers and parents all need to closely examine and consider available research-based strategies and classroom interventions that can effectively support both boys and girls in their literacy development.

Highlights

In this paper, a brief summary of current research in boys‘ literacy development provides the context for an exploration of some complex dilemmas and debates associated with thegender gap‘, for example, the perceivedgap‘ between the achievement of boys and girls in literacy
Research shows there are many differing views on the issues of boys‘ literacy achievements, and available evidence suggests there may be complex and unfortunate outcomes directly related to how schools are currently handling the education of students
Action Research projects, like those described here, can provide teachers, administrators, and teacher educators with opportunities to participate in collaborative research projects that offer valuable insights into effective practices and identify areas in need of further research and development

Summary

Review of the Literature

During the past ten years, there has been a great deal of assessment, research, and critical examination of the issue of boys‘ literacy attainment, in Canada, the United Kingdom, Australia, New Zealand, and the United States. The school literacy team decided to incorporate a new set of class texts, a series of ten different books with a graphic, magazine-style format and contemporary selections, and this represented a very different choice compared to the traditional, long anthologies they had used for the last several decades Using these books each day, the classes explored the major parts of reading (independently and collectively), vocabulary building (context clues, word attack skills, and other vocabulary strategies), literature circles, writing, and comprehension (using multiple intelligences, written responses, and portfolios). In an all boys‘ school, the grade 7 and 8 language arts teacher organized a volunteer boys' book club to improve their literacy skills and academic self-esteem This initiative included the development of an Internet-based literature circle that allowed participants to write responses to the reading material online. The electronic conversation ensued throughout the term with all of the students sharing their responses to the text

Rethinking Goals

Understanding the Gendered Nature of Literacy Behaviour

Avoiding ‘Habitus’: Going Graphic in Reading and Writing

Whole School Planning Approaches

Reading instruction

Findings

Conclusions