Many boys are not too crazy about reading – myth, reality or subjective speculation. Consensus about the literacy achievement of boys is open to much debate and discussion. What is known is that there are some differences towards how boys approach literacy in comparison to girls.

What does the research say about boys and literacy?

• An increasing volume of evidence indicates that gender is a significant factor in both choice of reading materials and reading achievement for boys and girls.

• Boys typically score lower than girls do on standardised tests in language arts.

• Boys are more likely than girls to be placed in special education programmes or to be held back a grade.

• Boys' fine motor skills often lag behind those of girls by about one year.

• Boys are more prone to speech and language difficulties.

• Boys have much less interest in leisure reading.

• Boys are over-represented in special education classes for emotional and behavioural disturbances.

• Boys are less likely than girls to go to university.

• Dropout rates are higher for boys than for girls.

• More boys than girls label themselves "non-readers".

We recognise that poor literacy skills have a detrimental effect in other subjects, as well as later success in a students' life. Addressing a solution towards the literacy needs of boys requires collective dialogue from all stakeholders in education, including government, educators, parents and community partners.

What are some successful literacy strategies for boys?

(1) Choice is significant

It can be perceived that boys do not like to read, but in actuality, it is often that boys do not like to read what they are presented in the classroom. Therefore, is it imperative that both at school and at home an offering of rich and varied reading materials are available that are indicative of boys' preferences. Boys like to read books that reflect their image, make them laugh, fiction that focuses on action more than emotions, series books, science fiction or fantasy, newspapers, magazines, comic books, baseball cards and instruction manuals, and non-print resources such as CD-ROMs. Books with positive male role models-men that are courageous, sensitive, moral, socially adept, honest, nurturing, successful in relationships, responsible and reliable-can actually offset some of the influences of the dominant male images seen in some forms in popular culture. These images may be less than ideal.

(2) Provide frequent opportunities to read and write

To close the literacy gap, we must make reading and writing intentional, persistent, and an emphatic focus in all subject areas. Simply stated, "If you don't have the time to read, you don't have the time or the tools to write" (King, 2000)

(3) Understand boys' learning styles

Research indicates that boys in particular benefit from tightly structured well-focused lessons that have purpose and that are tied to the achievement of clear goals. Equally important, boys need to be let in on the secret of what happens when we read and write. As stated by Bruce Pirie ((2002, p.53) "boys don't like to feel stupid . . . however, they sometimes do, especially around girls, women, and English teachers. Women, it seems to them, often leave things unspoken, expecting men to read between the lines and make intuitive leaps. This makes boys nervous." As parents and educators we have to be very explicit about the literacy behaviours that we often use unconsciously -teaching and talking explicitly about what we do as we read-thereby letting boys in on the secrets of literacy.

(4) Use the arts to bring literacy to life

The connection between language and the arts is a rich one. The arts can be used to explore ideas, to convey meaning, and to enhance understanding. For boys, the arts provide a vehicle for making meaning visible, allowing them to see story as it unfolds. Through the arts, boys can express and explore emotion in a safe context. Both of these factors have been found to increase boys' understanding and enjoyment of the texts they read. Visualization strategies can enhance boys' motivation to read and write, as well as their engagement in and enjoyment of reading and writing. Boys often enjoy creating art in conjunction with writing activities. Boys often enjoy working with 'readers' theatre' scripts, which allow them to feel like active participants in a story.

(5) Appeal to boys' need for social interaction

Let boys talk. Some boys need to talk through their ideas before they are sure they understand what they have read and before they write their ideas on paper. An appealing strategy for boys is 'literature circles'. In literature circles, small groups of boys (and/or girls) read a book of interest, and meet to discuss their interpretations of the story. "By going public with their responses, boys increase the connections they can make with those who are reading alongside of them, where individual responses, are both shared and altered by contributions of the members and the support of the teacher or mentor". (Booth, 2002) Literature circles enhance a boys' literacy development by giving them choice and ownership of their reading, selection of books reflect their interests, backgrounds and abilities, and they can talk in meaningful ways about what they have read.

(6) Influence boys' attitudes using male role models

All children are profoundly affected by role models. Unfortunately, the male role models boys encounter in popular culture-in movies, television, and video games-often do not appear to engage in or value reading or writing. However, there many positive male role models who can help effect profound changes in boys' attitudes to, interest in, and achievement in reading and writing. By bringing the outside world into the classroom, sharing their world views with students, and modeling enjoyment and success in learning and using literacy skills, male mentors can help boys see a purpose in reading. A website called Guys Read developed by Jon Scieszka (http://www.guysread.com) puts young male readers in touch with appropriate reading materials and a community of like-minded readers. Scieszka believes that to motivate our boys to read is to get more men involved in teaching, more fathers actively reading with their boys, and adult men generally showing boys that reading is a male activity. Additionally, we could develop a book group for adult males (fathers/guardians/mentors) and boys, to address boys' need for action-oriented learning. The group can engage in literacy related activities (like role-playing on the selected text) before or after the reading session. The organization of boys' book clubs, pairing boys with other boys in the school or family of schools is also critical to raising the literacy achievement of boys.

(7) Boys engage more eagerly in literacy that fosters critical debates

Critical literacy, the practice of exploring and discussing the underlying assumptions in texts or works in other media, is a powerful tool for helping boys and girls "read" their world. This practice helps them become more aware of how various texts portray individuals, groups, and situations. The work in critical literacy makes sense to boys and appeals to their enjoyment in figuring things out. For many boys, intellectual sparring is a way of showing their interest and engagement in a subject. Practices in critical literacy include examining underlying meaning in texts; consideration of the purpose of a text or the motives behind the writing; recognizing that texts are not neutral; analysis of the power and persuasiveness of language; exploring and clarifying personal values in relation to text; including challenging of assumptions.

(8) Make reading and writing relevant to boys

Boys will be deeply engaged in literacy when they are subjectively involved in the subject of the reading and writing task itself. Having boys explore world themes and issues-particularly those that touch them personally-taps into their need for academic tasks to be purposeful, and meaningful to their lives. Boys respond well to real-world themes that offer them authentic learning experiences-that is, experiences they have had or could have in their own lives. Exploring real-world themes typically involves a combination of resources and activities.

(9) Use technology to get boys interested in literacy

Information technology offers an important opportunity to fully engage boys in reading, writing and visual literacy. New information technologies-in particular the Internet-present us not only with new forms of text, but also opportunities to custom-tailor literacy activities to the interests, learning styles, and motivations of boys. Boys thrive on the visual language of television, cartoons, and video games. They also respond well when presented with the opportunity to present their ideas and written work using charts, flow diagrams, and other visual forms. Researchers suggest that boys respond so positively to images because boys are more oriented to visual/spatial leaning. Hence, visual images can 'accelerate boys' learning'. We need to harness boys' attraction to computers to stimulate their literacy development and not see boys' preoccupation with computers as a diversion from our own book-based literacy. Computers can empower boys to gain access to, and control of information. Additionally, with the diversification in the range of technologies available and improved access to them, the nature of literacy and numeracy is changing.

(10) Using appropriate assessment tools for boys

Boys succeed when they know that their reading and writing-and their progress as readers and writers-are valued. Assessments based on clear criteria and specific and immediate feedback is crucial for boys. Boys achievement levels are likely to improve when assessment criteria are shared with them; the results of assessments are used to determine future teaching; students are involved in setting new targets and student achievement is celebrated. Equally important is assessment terms need to be explained. Boys can be frustrated by non-specific terms such as 'discuss', 'account for', and 'explain'. They may need to be shown how to provide an argument to support a point of view or how to organize evidence into written paragraphs. Boys respond well to specific instructions like-list three reasons why; provide arguments for; write as many factors of the number nine in one minute.

(11) The role of the teacher and school in boys' literacy

Australian author Steve Biddulp believes that boys learn teachers and not subjects. Girls are able to connect directly with subjects, but a boy can only connect with a subject via the teacher. Research shows that boys are more successful in school when teachers have:

• good knowledge of the texts;

• provide texts that interest boys;

• offer a choice of writing formats;

• take a flexible approach to teaching using explicit teaching methods;

• involve students in collaborative work;

• provide effective oral and written feedback;

• develops a classroom culture that encourages students to justify their opinions;

• accept the humorous responses and language play often evident in boys' writing.

(National Literacy Trust, UK, 2001)

Schools should also support teacher training on the subject of the differences in brain development and learning pace in males and females. Additionally, schools can advocate planning and resources to address boys' issues. The provision of mentoring

programmes for boys can have a positive effect on the academic performance of boys, especially for those who may not have the support they need at home.

(12) Parents and boys' literacy

Parental involvement and student success is well established. Parents can enhance their boys' involvement and achievement in reading and writing by being informed about the schools literacy programmes. Parents can request home-school reading diaries that can be used to set up direct dialogue with teachers. Parents, particularly fathers, can volunteer to do reading with boys, one hour weekly. Author Michael Sullivan offers the following tips for families who want to encourage their boys to read. Take it easy. Becoming a reader has little to do with reading difficult books and everything to do with the amount of reading a boy does. Let boys choose books even if they are below his reading level. Read with your boys. Reading is hard for many boys but stories are still appealing. Listening to things being read encourages boys to read well. Model good reading and make sure your son sees you reading. Show respect for mental activities. Involve yourself with your son in library and school activities, chess and other challenging mental games, crossword puzzles and the like. The mind needs to be exercised. (www.geocities.com/talestoldtall/BoysParents.htm)

Our boys may respond differently to literacy but they do not need to lag behind girls if we give the extra attention and time to some varying differences to their approach to becoming literate.

Next Month: Preventing Reading Failure