Boys Read Research Articles

Introduction to reading through animation with children's stories

The intervention of the adult as a mediator with the infant has been widely studied in early childhood, associating an emotional bond of learning through safe communication with the child to promote abilities and skills in different areas, the objective of the study was to identify the Use of children's stories to encourage reading in boys and girls from 12 to 36 months by families. of the initial education centers in the province of Manabí, there is a need to implement strategies that promote the development of language, for this a theoretical framework based on children's stories, reading encouragement, reading routines and language was made, with which an understandable and logical discussion could be established. A field, bibliographical and explanatory investigation with deductive and inductive methods was used, additionally the survey technique applied to 60 members of the parent committee, 74 educators, 60 coordinators of the selected centers, to know aspects relevant to the problems currently faced by boys and girls of these ages, resulting in the need to intervene so that families make use of children's books such as stories to encourage reading in each of the homes of the centers childish.

Changes in anemia and anthropometry during adolescence predict learning outcomes: findings from a 3-year longitudinal study in India

ABSTRACTBackgroundAnemia and poor physical growth during adolescence have far-ranging consequences, but limited longitudinal evidence exists on how changes in these factors relate to changes in learning skills as adolescents mature.ObjectivesWe examined the association between changes in anemia and physical growth during adolescence and learning outcomes.MethodsWe used longitudinal data from the Understanding the Lives of Adolescents and Young Adults (UDAYA) project, which surveyed adolescents aged 10–19 y in northern India in 2015–2016 and 2018–2019 (n = 5963). We used multilevel mixed-effects logistic regression models to examine associations between changes in anemia/thinness/stunting status (4 groups: never, improved, new, and persistent) and reading (ability to read a story) and math proficiency (ability to solve division problems) at follow-up.ResultsPersistent anemia and stunting were higher among girls than among boys (46% compared with 8% and 37% compared with 14%, respectively), but persistent thinness was lower (7% compared with 16%). Improvement in anemia, thinness, and stunting was 1.4–1.7 times higher among boys than among girls. Boys who were anemic in both waves were 74% [adjusted odds ratio (AOR): 0.26; 95% CI: 0.12, 0.59] and 65% (AOR: 0.35; 95% CI: 0.16, 0.76) less likely to be able to read a story and solve division problems, respectively, than boys who were nonanemic in both waves. Persistent thinness in boys was negatively associated with both reading (AOR: 0.37; 95% CI: 0.21, 0.66) and math proficiency (AOR: 0.27; 95% CI: 0.16, 0.46). Persistent stunting contributed to lower reading and math proficiency in boys and girls (AORs: 0.29–0.46). Boys whose anemia or thinness status improved and girls whose stunting status improved had similar learning skills at follow-up as those who were never anemic/thin/stunted.ConclusionsPersistent anemia, thinness, and short stature during adolescence were associated with poor learning. Programs targeted at adolescents should contribute to nurturing environments that foster healthy growth and learning.

Brain structure and neural activity related to reading in boys with isolated oral clefts

ABSTRACT Background: The purpose of this study was to evaluate brain structure and function in participants with iCL/P and unaffected controls. Effects of cleft presence and reading status (average vs impaired) were evaluated. Methods: Males, ages 8–11 years old, including 26 with iCL/P and 57 unaffected peers were recruited and coded for reading status (average vs impaired). All participants underwent a volumetric and task-based functional MRI. Volumes and significant regions of activation during the decoding task were obtained. Main effects of cleft and reading status, and their interaction were evaluated. Results: Participants with iCL/P had significantly increased frontal gray matter volume (associated with average reading) and occipital gray and white matter volume (associated with impaired reading). Impaired readers with iCL/P had a distinctive activation pattern in visual association and motor regions relative to other groups. Conclusions: Findings suggest that increases in frontal gray matter volume may be associated with effective compensation during reading, while posterior increases in occipital volume may be associated with ineffective compensation for participants with iCL/P. These patterns were different from idiopathic dyslexia. Further work in a larger sample is needed to determine if these differences are associated with cleft type and with sex. Abbreviations: iCL/P (isolated cleft lip and/or palate); iCL (isolated cleft lip only); iCLP (isolated cleft lip and palate); iCP (isolated cleft palate only); uAR (unaffected average reader); uIR (unaffected impaired reader); cAR (average reader with iCL/P); cIR (impaired reader with iCL/P).

Comparativa entre las preferencias de ocio de jóvenes lectores y no lectores en España

Los objetivos de este estudio son: describir los patrones de ocio de la juventud española (15-20 años) que tiene la lectura entre sus actividades de ocio preferidas; comparar los patrones de ocio de lectores y no lectores e identificar la existencia de patrones de ocio distintos entre lectoras y lectores. Se seleccionó una muestra representativa de 2694 estudiantes de Educación Post-obligatoria no universitaria que contestaron a un cuestionario para el estudio de sus tiempos de ocio. Los resultados indican que los lectores son pocos respecto a la población no lectora, pero que su grado de implicación en la lectura es alto. Se identifican diferencias significativas entre las preferencias de ocio de los lectores y no lectores y una importante influencia de la variable género en el estudio de los perfiles de ocio de la población lectora. Dichos perfiles son muy diferentes en lectoras y lectores. Se detectan sinergias entre la lectura y el ocio deportivo en chicas y entre el ocio electrónico y la lectura en chicos. Se necesitan más estudios para conocer en profundidad el papel que juega la lectura en el complejo sistema de actividades de ocio de la juventud.

BOYS READING: UM PROJETO SOBRE COMO MOTIVAR RAPAZES ADOLESCENTES PARA A LITERATURA

Este artigo aborda o problema da motivação para a leitura, especialmente no caso dos rapazes com idades compreendidas entre os 10 e os 15 anos. Algumas investigações evidenciam que os rapazes leem menos do que as raparigas porque eles não estão intrinsecamente motivados e não lhes é proporcionado o acesso ao tipo de livros que poderão gostar. Apresentamos, aqui, parte de um Projeto Europeu, Boys Reading, como um bom exemplo da possibilidade de conquistar leitores relutantes para os livros. Na verdade, se os rapazes estiverem verdadeiramente motivados e contactarem com textos que apreciem, as suas atitudes mudam e podem tornar-se leitores. São apresentados dois estudos de caso desenvolvidos em duas escolas diferentes em Portugal, com algumas evidências de que é possível transformar leitores relutantes em leitores ávidos.

Spatial Synchronization of Brain Bioelectric Potentials Differs in Boys and Girls Aged 12–13 Years Reading Narrative Texts

The contribution of each cortical zone to the organization of spatial synchronization of brain bioelectric potential s (SSBP) was estimated using cross-correlation matrices of 20-channell EEG during reading in boys and girls aged 12–13 years. Differences in the topical distribution of the SSBP levels in young boys and girls were revealed both in the resting state and during reading. In boys, the SSBP level in the left temporal lobe was lower than that in girls, and in the right parietal lobe it was higher than that in girls in all the states studied. A decrease of SSBP in central cortex zones was revealed, indicating the activation of motor cortical areas in all subjects during reading. Enhancement of SSBP in the parietal regions of the left hemisphere and the occipital zones of both hemispheres is observed in boys during reading, while in girls SSBP is increased bilaterally in the frontotemporal areas with the involvement of the left frontal lobe. Moreover, during reading intrahemispheric correlations between EEGs of the central and temporoparietal regions with emphasis on the right hemisphere were more pronounced in boys, while both intra- and interhemispheric correlations of the left temporal regions were pronounced in girls.

Oregon Trails: Boys Read, Too

Oregon Trails: Boys Read, Too

Phonological awareness and reading in boys with fragile X syndrome.

Reading delays are well documented in children with fragile X syndrome (FXS), but few studies have examined linguistic precursors of reading in this population. This study examined the longitudinal development of phonological awareness and its relationship with basic reading in boys with FXS. Individual differences in genetic, social-behavioral and environmental factors were also investigated as predictors of phonological awareness. Participants included 54 boys with FXS and 53 typically developing (TD) mental age-matched peers who completed assessments of phonological awareness, nonverbal intelligence, and reading annually for up to 4 years. FMRP level and autism symptomatology were also measured within the FXS group. Hierarchical linear modeling was used to examine change in phonological awareness over time and its predictors. Linear regression was used to examine phonological awareness as a predictor of word reading. Boys with FXS exhibited slower growth than TD peers in phonological awareness only when nonverbal cognitive abilities were not controlled. The rate of change in phonological awareness decreased significantly after age 10 in boys with FXS. Phonological awareness accounted for 18% unique variance in basic reading ability after controlling for nonverbal cognition, with similar relationships across groups. Phonological awareness skills in the boys with FXS were commensurate with their nonverbal cognitive abilities, with similar relationships between phonological awareness and reading as observed in the TD mental age-matched peers. More research is needed to examine potential causal relationships between phonological awareness, other language skills, and reading abilities in individuals with FXS and other neurodevelopmental disorders.

Supporting Boys as Readers

AbstractThe challenges associated with boys and reading are focused on such factors as society's lack of focus on literacy skills, parents failings to inspire reading in boys, and internal motivational factors rather than looking at the environments created for reading in and out of school. In this column, several ideas for helping boys develop a sense of themselves as readers and get the books they want into their hands are offered. Ten instructional strategies are presented for supporting boys as readers.

Gender‐specific contribution of a visual cognition network to reading abilities

Based on the assumption that boys are more likely to tackle reading based on the visual modality, we assessed reading skills, visual short-term memory (VSTM), visual long-term memory for details (VLTM-D), and general non-verbal cognitive ability in primary school children. Reading was within the normal range in both accuracy and understanding. There was no reading performance gap in favour of girls, on the contrary, in this sample boys read better. An entire array of visual, non-verbal processes was associated directly or indirectly with reading in boys, whereas this pattern was not observed for the girls.

Patterns of reading among teenage boys: the reading habits and book preferences of 13‐15‐year‐old boys

What do teenage boys read, and why? Little study has been done specifically of boys′ reading habits, leading to the suspicion that much public library selection for this group has been based on guesswork and intuition. This study sought to fill this gap in our knowledge through 60 one‐to‐one structured interviews of a stratified sample of 13‐15‐year‐old boys, approached through four Essex secondary schools. Discovers that reading compares favourably with other leisure pursuits, most boys reading regularly for 40 minutes per day on average, or one book per fortnight. Selecting fiction by genre, author and series, but chiefly by the blurb, boys are diverse in their tastes. Fifteen‐year‐olds read predominantly adult novels or have effectively ceased reading. The boys read reflectively, and are equally divided between those who imagine the story unfolding in their imaginations, those who imagine their own involvement, and those who do neither. Finds that the use of non‐fiction is lower and less important to teenage boys than had been believed. Draws implications for library provision for this group.

Attention and distractibility during reading in hyperactive boys.

Nonhyperactive and clinically defined hyperactive boys were administered reading tasks under "quiet" and "distracting" conditions. Hyperactive boys were less attentive to task relevant stimuli and more attentive to task irrelevant stimuli than their controls. Our results demonstrate that the previous findings of inattentiveness among hyperactive boys on laboratory tasks can be generalized to more typical school activities such as reading.

Auditory and visual rhythm perception in relation to reading ability in fourth grade boys.

Auditory-temporal rhythm perception or the ability to transpose from auditory-temporal to visual-spatial patterns is related to reading in fourth-grade boys in a way that is not fully accounted for by general intelligence.