Research reveals the common disdain towards fictional reading among boys might be just a mere myth!
A recent study published in the International Journal of Inclusive Education has shed light on the reading preferences of schoolboys and their impact on reading skills. The study, with the DOI 10.1080/13603116.2021.1941319, investigated self-reported reading enjoyment, frequency, and achievement on national reading tests for 318 Year 3 pupils in Australia.
Lead study author Laura Scholes found that fiction is the most favored reading genre for schoolboys compared with non-fiction, comics, and magazines. Over half (57%) of the boys surveyed said they liked fiction or story books 'a lot'. This preference for fiction was also observed among girls, with 63% of students liking fiction 'a lot'. However, girls were more likely to rate enjoyment of reading non-fiction more highly than boys (55% vs 51%).
Scholes suggests that library visits may be crucial in expanding the reading repertoire of boys and economically marginalized students. She emphasizes that library visits are particularly important for emerging readers, as they may especially broaden the experience of boys and students from under-resourced homes.
The study's results have significant implications for parents, teachers, and policy-makers, suggesting that the range of boys' reading preferences may have been underestimated. Scholes also calls for reform of literacy agendas, emphasizing the importance of promoting reading enjoyment, particularly fiction, in the classroom.
Fiction plays a key role in reading development, and facilitating opportunities to develop sustained enjoyment of reading fiction in the classroom can help expand boys' repertoire of reading experiences. Library visits, Scholes argues, can provide a valuable source of diverse and engaging fiction for students.
The study included 152 boys and 166 girls attending 14 schools across South East Queensland, with the majority in state schools. The results confirmed that students from schools in poorer areas tend to struggle to achieve the same reading scores as more affluent children. However, Scholes found that students who had higher levels of enjoyment for fiction and non-fiction, and who read more frequently were more likely to have better reading skills, regardless of their socio-economic background.
Evidence from international studies shows that reading for pleasure is linked to higher reading outcomes, but this varies according to a child's gender, location, and socio-economic status. The study does not provide information about the boys' preference for fiction over non-fiction compared to girls, which was previously mentioned in earlier bullet points.
In conclusion, the study highlights the importance of promoting reading enjoyment early in schooling, especially for boys and students from economically marginalized communities. By fostering a love for reading, particularly fiction, educators can help bridge the gap in reading abilities between students from different socio-economic backgrounds.
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