ERIC Number: ED467687
Record Type: Non-Journal
Publication Date: 2002-Aug
Reference Count: N/A
Helping Underachieving Boys Read Well and Often. ERIC Digest.
This digest discusses how schools and families can improve native English speaking boys' reading skills, particularly poor, minority boys. It examines ways to increase the time boys spend reading and the enjoyment they get from reading. Boys tend to learn to read later, take longer to learn, comprehend narrative texts less easily, value reading less, and read a wider number of genres over a broader range of topics than girls. They are most interested in books and periodicals about hobbies, sports, and activities they might engage in and in informational resources. Reading aloud by teachers, guest readers, and students is a valuable classroom activity, particularly for boys. Boys gain confidence in their reading when they read aloud in class. Teachers can help boys comprehend reading materials and promote analytical thinking by involving them in class discussions. Schools, libraries, and community groups can help families improve boys' reading by implementing reading programs, providing reading role models of color, and offering tutoring. Parents must understand the importance of reading to their sons and must model reading, read together with their boys, and look up information with their boys. (Contains 10 references.) (SM)
Descriptors: Elementary Education, Elementary School Students, Low Income Groups, Males, Minority Group Children, Parent Responsibility, Reading Aloud to Others, Reading Attitudes, Reading Skills
ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 800-601-4868 (Toll free); Tel: 212-678-3433; Fax: 212-678-4012; e-mail: email@example.com. For full text: http://eric-web.tc.columbia.edu/pubget.asp?show=1.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Urban Education, New York, NY.