Gendered Responses to Group Reading

Abstract

This paper draws on data from a qualitative research study that examines some of the issues which surround the current debate concerning the underachievement of boys in reading. The paper attempts to identify children's gendered responses to group reading sessions, which are now an important element of the National Literacy Strategy (DfEE, 1998) and which are incorporated into the daily Literacy Hour in a majority of our primary schools. Data were gathered through classroom observations and field notes collected in four south east London primary schools. The paper highlights the interplay between gender, teacher and peer group influences and examines the responses of some bilingual boy pupils. The paper concludes that these sessions can be valuable and that teacher input is crucial to their success.