Getting Boys At Read By Erma C Byrd Center Of The West Virginia University Hospital Campus

Early reading success is the foundation of a student’s knowledge and self-esteem. The foundation also provides future opportunities for growth. Students must learn to read proficiently so that they are able to learn more in future grades, post-secondary schools, and the workforce. Beverly Tyner’s Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers states “In the United States, which offers few career opportunities for the illiterate, teaching children to read proficiently is the most important single task in education.” (Tyner, 2009). Beverly Tyner created the Small-Group Differentiated Reading Model which incorporates research-based strategies for teaching beginning reading skills and skills

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

The first article, “Reading Don’t Fix No Chevys (Yet!): Motivating boys in the age of the Common Core,” discusses Common Core in relation to young boys’ interest in reading. The authors’ main idea is that boys will become even more uninterested in reading due to the kind of instruction they will be receiving through Common Core. Wilhelm and Smith (2014) introduce their article by stating that boys underperform in literacy compared to girls. “The most recent example of this underperformance,” states Wilhelm and Smith (2014), “is the latest [National

Richard Rodriguez, in the passage “Remedial Reading” from his autobiography “Hunger of Memory”(1982), promotes active reading as a developer of one’s mind. He justifies his position by describing his initial experiences with reading, specifically his attachment to the reading. Rodriguez’s anecdote functions as an encourager of stubborn minds trying to read and displaying its potential to change their life for the better. Rodriguez uses a very descriptive style that may be too verbose for children but compliments the verbosity with enough explanation of his purpose for his message to be known or ascertained.

The evidence in Husband’s study provided is supportive because it points out how gender differences affect the achievement of reading based on the standards, expectations, reading selections, disciplinary actions and learning styles that emphasize resistance towards African American males (Husband 2-3). The author inserted maps within the article displaying the neurological differences (Husband 5) boys have with more testosterone on the brain and are less likely to sit still in a class. “Husband proclaims boys have to be taught to participate in reading verses most girls naturally do not. boys tend to be drawn toward reading newspapers, how-to manuals, and other short informational texts more often than girls” (Husband 4).Boys perhaps would be better off learning through story telling based on the feeling of disempowering in reading circles (Husband 5). This investigation presented the classroom text included is not male preference and because it doesn’t reflect their culture or life experiences males withdraw. Husband’s

As of late, the literacy rates in America have declined. In fact, over the past ten years “book reading [in] young women slipped from 63 percent to 59 percent, while young men plummeted from 55 percent to 43 percent” (why johnny won’t read pg. 575) Boys have a lower tendency to read than girls due to the fact that school forces them to read things that they are not interested in. Although in “I Know Why the Caged Bird Cannot Read pg. 176,” Prose points out that

The article Why kids should choose their own books to read in school struck a chord with me. Both of my children started school with what was classified as weak reading skills and both after being introduced to a genre and author that they truly loved became vivacious readers and rose to the top of their class. Research has shown that sustained silent reading and other independent reading programs have positive effects on student achievement results. While schools struggle with finding ways to include independent reading into their curriculum, the children’s librarian has the opportunity to connect children to books and help develop a lifelong love of reading.

Boys’ underachievement in reading and writing can be traced to activities within their household. For example, it is not common that young boys witness their father reading novels instead of newspapers, yet there is evidence to suggest that young boys are strongly influenced by this. Pickering (1997, p. 49) supports this by expertly stating that, “it seems hard to deny that children are affected to some extent in their learning by the home.” As a result, it can be argued that mothers are to blame as they are the ones reading stories to their

In conclusion, what I gained in this project is that children might actually like to be read if they would get exposed to different ways in literacy. Children enjoy reading not in the way is being taught, but at the way that could be used

Many studies today investigate why boys have problems in reading. A first grade teacher, passionate about reading, discussed several conducted regarding this. One study showed that boys need more time to learn to read than girls; boys feel they are poorer readers than girls; boys read less and are less excited about reading than girls; and there are more boys that tend to consider themselves “nonreaders” when they are older (Smith & Wilhelm, 2002). Another study showed that the brain design and development are reasons for differences between how boys and girls respond to reading and writing. Boys brains do not develop at the same rate or sequence as girls, which can affect behaviors and attitudes (Fletcher, 2006; Gurian & Henley, 2001). She

In LIBS 6135 I created a pamphlet intended for the caregivers of primary age children to advocate for children’s literacy. This pamphlet included materials that are listed on the Children’s Notable Lists from the Association of Library Services to Children. Twenty five resources were chosen to highlight in the pamphlet, along with a description of each. Also included is information to help children grow as readers and cultivate a love for reading. Materials included are books, videos, audio recordings, and software. Materials were chosen in order to meet the interests of a diverse population of students in grades kindergarten through second. The created pamphlet listed community contact information for reading organizations in the area so that parents could learn of other reading events and resources. The pamphlet will be distributed at our school’s reading night.

For a child who is just starting to learn to read, they need sufficient practice in reading a variety of different books to achieve fluency. Reading can be complex and has many different aspects (Burns,1999). It is suggested that children who have problems reading and writing at a young age will find it hard to catch up as they get older and will not reach their full potential as adults, many will withdraw from school or society and some becoming involved with crime (MacBlain,2014). 40 percent of children find learning to read a challenge but with early help, most reading problems can be prevented (Reading Rockets, n.d.).

Reading – the ability to represent the sounds of language by written symbols has existed for approximately 4000 to 5000 years and is inarguably one of the most fundamental and wonderful technique humans have ever developed. However, despite much effort and funding dedicating to wide literacy development, even now in America for instance, 50% of adults cannot read a book written at an eighth grade level (National Center for Learning Disabilities). In order for the entire population of today’s society to have proper reading skills, scholars and educators around the world realize that literacy movements need to focus on much earlier stages of human development. Researchers in the education field have reached a consensus that reading is crucial in childhood by revealing supporting evidence from studies focused on children aged 0-6 years, 6-12, and young adolescents. Many interesting findings also include that reading proficiency of children is critical because it can reflect society’s criminal and economical status. Moreover, modern studies show that the importance of childhood reading cannot be fully explained without mentioning the environment where children are raised, as the environment greatly affects children’s reading proficiency.

After the survey was over, Lucy was walked back to the class where she laid down and began to read a book right away.