Effective Approaches to Motivate and Engage Reluctant Boys in Literacy

Abstract

The purpose of this article was to investigate the reasons why elementary‐aged boys often lack motivation in literacy and to provide teachers with useful approaches to engage reluctant boys in reading and writing. Following a comprehensive search of multiple university data base search engines, the author critically evaluated 21 peer‐reviewed sources written within the last ten years, as well as two sources from the last 14 years. Gender‐based brain research studies revealed to the author that differences in brain design and development create learning differences between males and females. Evidence from Qualitative and Mixed Method studies also led the author to find lack of confidence, interest level, and topic choice to be significant factors affecting a boy's motivation to read and/or write. Included in the article are strategy suggestions that teachers may implement in their classrooms to better engage boys in literacy.

SLIS Connecting, Volume 5, Issue 1

“…There are other methods mentioned in this article that appeal to males and help those working with reluctant readers. Senn (2012) agrees with Boltz on the theory that boys tend to want to read items often found on the banned books list.…”

“…In addition to Boltz, Senn (2012) published a study focused on reaching boys that were reluctant to read The author outlines several ways to influence boys to read and learn to love it (Senn, 2012). There are other methods mentioned in this article that appeal to males and help those working with reluctant readers.…”

Making the Case for Using Informational Text in Preschool Classrooms

“…Informational text includes topics of interest to young children as they learn about their scientific and social world. The use of informational text in preschool settings can be a motivator for developing interest in literacy and may be especially important for motivating young boys (Senn, 2012). Research indicates that boys often prefer informational text rather than narrative text from an early age partly due to biological and neurological functioning (Senn, 2012).…”

“…The use of informational text in preschool settings can be a motivator for developing interest in literacy and may be especially important for motivating young boys (Senn, 2012). Research indicates that boys often prefer informational text rather than narrative text from an early age partly due to biological and neurological functioning (Senn, 2012). Fiction texts used in early childhood settings often focus on emotions and language skills in which boys' brains are developmentally less advanced; therefore, boys' literacy interests often are closely aligned with informational text as they yearn to understand the world around them (Senn, 2012).…”

“…Research indicates that boys often prefer informational text rather than narrative text from an early age partly due to biological and neurological functioning (Senn, 2012). Fiction texts used in early childhood settings often focus on emotions and language skills in which boys' brains are developmentally less advanced; therefore, boys' literacy interests often are closely aligned with informational text as they yearn to understand the world around them (Senn, 2012). In a study of kindergarten boys and girls, Correia (2011) determined that kindergarten children participating in the study revealed a strong interest in informational text as evidenced by their library book choices, classroom book talks, and written responses to prompts probing book preferences.…”