Interest Levels of Boys Reading at Primary School - Essay Example

Interest Levels of Boys Reading At Primary School Part Literature Review and Contextualisation The National Curriculum for Key Stage 2 In this key stage, the teacher is supposed to ensure that listening and speaking, writing, and reading are integrated. In English, Key Stage 2 pupils are taught how to change the manner in which they write and speak to suit different purposes, audiences, and situations. These pupils read various texts and respond to various layers of meaning in those texts. They investigate the usage of language in both non-literary and literary texts and learn how language is used (Department for Education 2011, p6). In Key Stage 2, pupils read a number of materials enthusiastically and utilize their knowledge of texts, words, and sentences to comprehend and respond to their meanings. This increases their ability to read lengthy and challenging texts independently. The pupils reflect on what the texts mean, analyse, and discuss them with the other pupils. The National Literacy Strategy Framework for teaching and English programme of study is directly related. The framework offers a comprehensive basis for the implementation of statutory needs of the programme of study for writing and reading (Department for Education 2011, p8). Interest Levels of Boys Reading At Primary School (Key Stage 2) Most children entering Key Stage 2 are not certain about their reading processes. Some of these children require specialist assistance and they still require all the experiences offered to the Key Stage 1 children. Other children make a considerable beginning with reading but in the process, they are not able to comprehend majority of the words they are reading in the books with any fluency or speed. They frequently regard themselves as poor readers and they get little pleasure from what they read. These types of children require texts they can manage accurately and those that offer them maximum satisfying experience (Bentley 1999, p93). Data from Lancashire County Council indicates that pupils underperform in reading by; (a) the failure to evaluate the author’s methods in offering an impact on the audience, (b) being not capable of citing evidence for their own opinion from the text and, (c) being not able to draw basic conclusions concerning a character or a situation. Boys fail to perform in reading because they find it difficult to engage with un-macho texts, for instance, they dismiss all female characters as ridiculous (Martin and Waters 1999, p159). It is suggested that in the western societies, the media particularly the television is replacing reading as the main interest of young people. The loss of interest in reading is very worse especially among the boys. The situation has been worsened by the arrival of the Internet and computer games (Goodwyn 2002, p48). It has been argued that “sex is the major factor in studies of children as readers, being more strongly linked than either social class or ability and attainment with how much children read” (Lockwood and Lockwood 2008, p101). There are many differences on what boys read, how well they read, the much they read, what they discuss in their reading and their performance in certain reading assessments. Researchers have also identified certain elements of English as a subject that tend to alienate boys. The boys are at a disadvantage when emphasis is put on reading narrative fiction specifically realist fiction that deal with daily interpersonal relationships. Outside school, the boys reading interests tend to change when they get older; their interest is more on fantasy than realism and they are engaged more in non-fiction genres than girls. Research shows that boys enjoy non-fiction materials than girls (72 percent of boys as opposed to 57 percent of girls) (Lockwood and Lockwood 2008, p101). According to the research, the preference for individual responses by the English subject teachers to fiction reading severely disadvantages the boys. This is because the boys are very reluctant to express their emotional engagement with their reading in the public. The phenomenon has been described as a discord between the literacy practiced skilfully by the boys at home and that, which is demanded by the teachers at school. Evidence indicates that provision for the boys to practice their reading interests is less in the school setting than it is for the girls. The reading interests for the boys are also largely affected by the absence of a male reading role model both at school and at home. The National Literacy Trust conducted a survey in 2005 concerning reading and found out that approximately 25 percent of 8,000 pupils of the ages 4-18 years did not see their father read. Reading (specifically leisure reading) for the boys is at risk; the boys do not see leisure reading as a neutral activity. They view leisure reading as gender specific and that it is mostly associated with girls and women (Lockwood and Lockwood 2008, p101). Recent research has looked into the boy’s preferences for non-fiction deeply. The tendency is thought to be driven by the boy’s need to be viewed as proficient readers. It is important to note that the level of difficulty or the grading for non-fiction is not the same as that of fiction. Storybooks indicate that books are easy to read because of their size of print, use of images, and the length of the text. Research shows that boys have difficulty in reading prefer non-fiction because these books lack evidence of grading. Through the selection of those books, boys maintain their self-esteem because they appear “to be reading on a level with competent readers” (Burnett and Myers 2004, p238; Ofsted 2004, p12). One of the main challenges for teachers in Key Stage 2 is the development of knowledge of books that the children will read that is, finding time to go through or read the books in the class or school library shelves. The teachers know very well that if they have not read the books, they will not be able to advise and inspire the children through enthusiasm. This is a very important issue (enthusiasm and the knowledge of the teacher) and it can be argued that it is the biggest factor in school that influences the amount of reading a child undertakes at Key Stage 2 and his or her attitude towards reading (Martin and Waters 1999, p214). As the boys advance in their studies in the primary school, their reading experience results in patterns of avoidance and boredom. Research done by Millard in 1996 indicates that the following factors contribute to the boy’s negative attitude (Bielby 1999, p31): (a) the focus on narratives, (b) limited preferences for genres available and the removal of certain types of literature that are considered unsuitable (for instance, computer games interrelated materials and junior horror stories), (c) the absence of teacher intervention to assist the boys in finding books that are related to their interests, (d) the manner in which reading tends to be viewed as a leisure activity and not important for getting a job, (e) the utilization of reading as a time-filler within the classroom, and (f) the inclination for the children to be offered with information in “pre-digested worksheets, rather than being presented with the challenge of researching topics for themselves” (Bielby 1999, p32). Part 2: Action Plan Key Issue Objective Action to be Taken Resource Implication Time Scale Success Criteria Low self esteem To ensure that the pupils have high self esteem The pupils need to be given texts they can manage easily and those that can provide them with a satisfying experience. They also need support and encouragement from the teachers and parents. Staff time for the pupils, introduction of a counselling department and purchase of materials that pupils can read easily. 12 months The students will have read all the materials necessary within the time scale. Another success criteria is the increase in self esteem among the pupils. Underperformance in reading To increase performance in reading The pupils to be provided with literature that will increase their interest. Boys get more interested in reading fantasy related materials than narrative materials and thus, they should be provided with fantasy reading materials. Purchase of literature materials that will interest the pupils and review of the education curriculum to incorporate important reading materials once regarded as not part of the curriculum. 6 months The school will have purchased necessary materials for reading and the education sector will have reviewed the education curriculum for Key Stage 2 pupils. Boys’ emotional engagement with their reading in the public To increase the boys’ morale in public reading The pupils to be offered with reading materials that will interest them. Purchase reading materials that interest the Key Stage 2 boys. 6 months The school will have purchased interesting reading materials for Keys Stage 2 boys. Absence of a male reading role model both at school and at home To get male reading role models for the Key Stage 2 pupils Provision of male reading role model both at school and at home Parents-teachers meeting for the purposes of role models once in a school term 3 months The parents and teachers will have had a meeting concerning the male reading role model and getting a male reading role model for the Key Stage 2 pupils. Failure by the teachers to read books before presenting them to the class To assist teachers in preparing fully (reading the books) for the class The teachers are supposed to read the books before they present them to the class. Staff meetings 3 months The teachers to know ways in which they can prepare fully (reading the books) before presenting them to the class Part 3: Rationale Low Self Esteem The range of reading capability makes most children (both boys and girls) develops low self-esteem that is, they generally consider themselves as being poor readers. Failure by the parents and teachers to keep watch over them and make sure that they read various books both non-fiction and fiction is a common problem. Other children are capable readers but they require support and encouragement in regard to the reading material selected and the chance to talk about what they have read. These children usually perceive success as attempting to read difficult and thick books; they become more concerned with the image as a reader than getting pleasure from the materials they read. They require constant record keeping and observation to make sure that they are offered with suitable texts. These texts should be easy to read and which they may want to discuss with their peers. Some children get into Key Stage 2 not certain about their reading processes. Some of these children require specialist assistance and require all the experiences offered to Key Stage 1 children. Other children make a significant beginning with reading but they are not able to comprehend most of the words within the books with any fluency or speed (Bentley 1999, p93). They generally consider themselves as poor readers and they get little pleasure from what they read. These children require e\texts they can handle easily with a high accuracy, and which give them an experience, which is satisfying. Some books are published with “a lower reading age but a higher interest age, and these texts are often more suitable for these children, who then begin to change their self-image if they realise that they are successful and that reading is both pleasurable and worthwhile” (Bentley 1999, p93). The teachers are supposed to treat them as able readers and they should desist from singling them out to read aloud as extra practice. The children must be provided with achievable goals and a lot of praise when they accomplish these goals (Bentley 1999, p93). All children regardless of their capabilities warrant the best resources a school library or a school can offer. They require experiences with books, which are both satisfying and challenging (Bentley 1999, p94). Underperformance in Reading Boys do not succeed in reading because they find it difficult to engage with un-macho texts, for instance, they dismiss all female characters as silly (Martin and Waters 1999, p159). In order to improve the performance of boys in reading, it is important to select proper classroom resources for the boys. According to research, boys tend to read: books that express their own image, that is, what they want to do and become; books that bring laughter and appeal to their sense of mischief; fiction that centres less on emotions and more on action; Books in series like the Harry Potter series – these series tend to offer boys with a sense of familiarity and comfort; Fantasy or science fiction (majority of the boys are passionate about fantasy and science fiction genres); Magazines, sports cards, instruction manuals, comic books, and newspapers – these materials are frequently not available within the classroom setting. It is worth noting that when boys read these materials, they do not regard themselves as reading at all. This is because the mentioned materials do not hold any value at school (Gibbons 2011, p9). Boys’ Emotional Engagement with Their Reading in the Public As stated before, boys are very reluctant to express their emotional engagement with their reading in the public. The phenomenon has been described as a discord between the literacy practiced skilfully by the boys at home and that, which is demanded by the teachers at school (Lockwood and Lockwood 2008, p101). The boys at Key Stage 2 should be offered reading materials that focus less on the emotional aspects and more on action. Research done indicates that boys are more interested in reading fiction that centre less on emotions and more on action (Gibbons 2011, p9). This can be further supported by a recent research, which suggests that Key Stage 2 boys’ desire as much as possible not to be female, the process that occurs during their gender development. Between 3 and 7 years of age, they are aware of the idea of gender differences but at the age of eight, gender differences become a key issue for the boys. For instance, in reading, boys tend to develop a reading identity based on what they enjoy reading and this clashes with their gender identity development (Pickering 1997, p37). Absence of a Male Reading Role Model Both at School and At Home The absence of a male reading\g role model both at school and at home is a serious problem for most of the boys. Reading survey done by the National Literacy Trust in 2005 indicates that of the 8,000 pupils (aged between 4 and 18 years) surveyed, 25 percent never saw their fathers read. The survey further reveals that boys view leisure reading as an activity that is gender specific and it is mostly associated with girls and women. From the survey, it was discovered that children “were ten times more likely to read and talk about books with their mother than with their father” (Lockwood and Lockwood 2008, p101). Children and in particular the boys, need to be provided with male reading role model. A number of book publishing companies such as Elliot and Thompson have begun providing books just for boys and men (Lockwood and Lockwood 2008, p101). This move will increase the reading interest of boys at Key Stage 2. Failure by the Teachers to Read Books before Presenting Them to the Class One of the main challenges for the Key Stage 2 teachers is knowing which books are to be read by the children. The challenge is getting time to read books in the school library or the class shelves. Thus, advising and inspiring the students becomes a difficult task because the teacher is not enthusiastic. This is an important issue since it is argued that the biggest in-school element controlling the attitude of a child towards reading and the amount of reading a child undertakes at Key Stage 2 is the enthusiasm and knowledge of the teacher (Martin and Waters 1999, p214). Thus, the teachers are supposed to read the books before they present them to the class. If the teacher is not enthusiastic and knowledgeable about the book, the attitude and the amount of reading the pupil will undertake will be greatly affected. It is the mandate of the school coordinator to consider ways in which enthusiasm and knowledge will be instilled in the staff that have little knowledge in little children’s non-fiction, poetry or fiction (Martin and Waters 1999, p214). Other Actions to Be Taken According to the Department for Education (2011, p8), reading strategies for the pupil (that is, for the pupil to read with understanding, accuracy and fluency) can be improved by teaching the pupils to utilize; (a) graphic knowledge and word recognition; (b) phonic knowledge and phonemic awareness; (c) contextual understanding and; (d) knowledge of the grammatical structures. In regard to reading for information, the pupils are supposed to be taught things such as obtaining specific information through comprehensive reading, scanning texts to get information, and considering an argument critically (Department for Education 2011, p8). Part 4: English as a Subject in the Primary Curriculum English is an important subject in the United Kingdom because most of the reading and writing is in English language. Developing interest in reading among the boys in Key Stage 2 is a factor that has greatly affected the boy’s performance in reading. Reading interest of these boys has been affected by low self-esteem, emotional attachments to the readings, absence of a male reading role model both at school and at home, and failure by the teachers to read books before presenting them to the class. Other factors include the view by the boys that leisure reading is gender specific and it is mostly associated with girls and women. Initiatives are in place among the publishers such as Elliot and Thompson who have published books just for boys and men. Boys need encouragement and support from both the teachers and parents if they are going to perform better and develop an interest in reading English. There are future challenges in the curriculum in regard to what is best to read for the Key Stage 2 boy. This is because most of their interests in reading are based on materials that are considered not appropriate by the primary curriculum. Thus, it will be an uphill task to develop reading interest levels among Key Stage 2 boys. Conclusion Interest levels of boys’ English reading at the primary school (Key Stage 2) have been going down and this is attributed to a number of issues. These issues include low self esteem, underperformance in reading, boys’ emotional engagement with their reading in the public, absence of a male reading role model both at school and at home, and failure by the teachers to read books before presenting them to the class. The above issues can be solved so as to increase the English reading interest levels among Key Stage 2 boys. The actions to be taken include providing the pupils with reading materials that interest them, the teachers and the parents to give them support and encouragement, providing them with a male reading role model both at school and at home, and the teachers to read the books before they present the to the class. Other actions include revising the education curriculum to include reading materials that are considered non-educational. These materials include fantasy related reading materials; the materials have proved useful in increasing the reading interest among boys. Part 5: Bibliography Bentley, D. (1999) The really practical guide to primary English, Cheltenham, UK: Nelson Thornes. Bielby, N. (1999) Teaching reading: Key stage 2, Cheltenham, UK: Nelson Thornes. Burnett, C. & Myers, J. (2004) Teaching English 3-11: The essential guide, London, UK: Continuum International Publishing Group. Department for Education. (2011) English [online], Department for Education. Available from: [accessed 3 Feb. 2012]. Gibbons, A. (2011) Why reading for pleasure matters [online]. Available from: [accessed 3 Feb. 2012]. Goodwyn, A. (2002) Improving literacy at KS2 and KS3, London, UK: SAGE. Lockwood, M. & Lockwood, M. J. (2008) Promoting reading for pleasure in the primary school, London, UK: SAGE Publications Ltd. Martin, T. & Waters, M. (1999) Coordinating English at key stage 2, London, UK: Routledge. Ofsted (2004) Reading for purpose and pleasure: An evaluation of the teaching of reading in primary schools, London: Ofsted Publications Centre. Pickering, J. (1997) Raising boys’ achievement, London, UK: Continuum International Publishing Group. Read More