First Graders' Preferences for Narrative and/or Information Books and Perceptions of Other Boys' and Girls' Book Preferences

Chapman, Marilyn L.; Filipenko, Margot; McTavish, Marianne; Shapiro, Jerry

doi:10.2307/20466649

Cited by 49 publications

(49 citation statements)

References 22 publications

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“…An awareness of gender boundaries in reading choices can also be observed in younger children. For example, Chapman, Filipenko, McTavish and Shapiro (2007) found that fi rstgrade children showed gender-consistent stereotypical beliefs about what other boys and girls like to read (even if they did not conform to gender stereotypes when choosing their own preferred reading material). Chapman et al (2007) argued therefore that perceptions of what boys and girls like to read is not based on generalisations from their own reading preferences, but from a socially constructed understanding of gender-appropriate reading material.…”

Section: Reading Choicesmentioning

confidence: 99%

Sex or gender identity? Understanding children's reading choices and motivation

McGeown

2012

Journal Research in Reading

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The extent to which children's reading choices could be predicted by their motivation and gender identity was examined. Two hundred and twenty‐three children (average age 9 years 11 months) completed questionnaires measuring book reading choices, reading motivation, gender identity (identification with masculine and feminine traits) and a standardised reading assessment. Sex differences were found in children's reading motivation and reading choices. In addition, feminine traits were more closely associated with reading motivation and engagement with neutral books compared to masculine traits. Whilst children's sex predicted their choice of reading male‐ or female‐orientated books, the extent to which they identified with feminine traits was a better predictor in choice of neutral books. Results are discussed in relation to previous research examining sex differences in children's reading choices. In addition, implications for reading activities and choice of books available at school are discussed.

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Section: Reading Choicesmentioning

confidence: 99%

Sex or gender identity? Understanding children's reading choices and motivation

McGeown

2012

Journal Research in Reading

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“…Case study research has shown that some students who struggle with narrative texts find success and enjoyment in reading informational texts (Casteel & Isom, 1994). Informational texts may be especially relevant in promoting the reading attitudes, habits, and achievement of boys, given their reported preference for informational text (Chapman, Filipenko, McTavish, & Shapiro, 2007) and factual topics, such as animals and transportation (Worthy, Moorman, & Turner, 1999).…”

Section: Reading Interest and Engagement With Topicmentioning

confidence: 99%

Informational Text Use in Preschool Classroom Read‐Alouds

Pentimonti

Zucker

Justice

et al. 2010

The Reading Teacher

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The purpose of the present study was to conduct a comprehensive study of book genres used in preschool classrooms. Text titles gathered from the reading logs of 84 preschool teachers were analyzed and coded for genre (narrative, expository, or mixed). Expository or mixed texts were then further examined according to topics covered. Analyses indicated that (a) narrative texts dominated the genre of text being utilized in preschool classroom read‐alouds, representing 82.3% of texts read, (b) among the 125 texts identified as expository or mixed genres, the topic of living creatures was the most common focus, and (c) informational texts on the topics of transportation and geography were read very infrequently. These findings suggest that informational texts are seldom read in preschool classrooms and that when children are exposed to them, the topics addressed do not reflect a wide range of information about the social and natural world. إن غرض هذه الدراسة القائمة بين يديك هو إجراء دراسة بشأن أنواع الكتب المستخدمة في غرف صفوف الروضة. وقد تم جمع عناوين النصوص من سجلات القراءة المدونة على أيدي 84 معلماً في الروضة التي تم تحليلها وتصنيفها إلى أصناف (السرد والشرح والخليط بينهما) وثم تم فحص النصوص الشرحية والمخلطة بشكل أعمق حسب المواضيع المغطية. وأشار التحليل إلى أن (أ) النصوص الشرحية سادت على النوع الأدبي المستخدم في غرفة صف الروضة بالنسبة للقراءة الجهرية في الصف وهي بلغت %82.3 من النصوص المقرؤة و(ب) بين النصوص المقرؤة 125 منها اندرجت تحت صنف الشرح أو الخليط وجدير بالذكر أن موضوع المخلوقات الحية كان الأكثر شائعاً و(ج) النصوص المعلوماتية بشأن موضوعي وسائل النقل والجغرافية لم تُقرأ إلا قليلاً جداً. وتقترح هذه النتائج أن النصوص المعلوماتية لا تُقرأ في غرف صفوف الروضة إلا قليلاً وأن عند تعرض الأولاد إليها لا تعكس المواضيع المتناولة نطاقاً واسعاً من المعلومات حول العالم الاجتماعي والطبيعي. 本研究旨在对幼儿园教室用书的体裁类别进行全面研究。研究者从84名幼儿园教师的教学日志中，收集阅读文本的标题，进行分析，并根据其体裁类别（叙事、说明或混合）加以编码。如属说明文或混合文的，研究者就会根据其涵盖的文本标题作进一步的考查。分析结果显示：1)幼儿园教室大多使用叙事文来施教朗读，其使用率是所有文本阅读的82.3%；2)被确认为说明文或混合文体裁的125个文本中，最常见的课题都是以生物为主；3)阅读有关交通运输及地理课题的信息性文本却很少。这些研究结果显示，信息性的文本很少在幼儿园阅读教室使用，若幼儿园学生有机会接触到信息性文本时，其课题相当狭窄，并不足以反映有关社会及自然界包罗甚广的信息。 Cette étude avait pour but de conduire une étude complète du genre des livres utilisés dans des classes préscolaires. Les titres des textes ont été réunis à partir de la lecture des journaux de bord de 84 enseignants préscolaires et codés selon le genre (narratif, documentaire, ou mixte). Les textes documentaires ou mixtes ont ensuite été examinés en fonction de leur thème. Les analyses ont montré que a) les textes narratifs sont le genre dominant des textes utilisés dans les lectures à haute voix des jardins d'enfants, soit 82.3% des textes lus, b) parmi les 125 textes identifiés comme documentaires ou mixtes, le thème des êtres vivants est le sujet le plus courant, et c) les textes portant sur la question des transports et de la géographie sont très peu lus. Ces résultats indiquent qu'on lit rarement des textes documentaires dans les classes préscolaires et que, quand on les présente aux enfants, les thèmes abordés ne présentent pas un vaste...

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“…Informative texts. Boys generally prefer informative texts such as newspaper articles, magazines, and texts pertaining to sports, video games, or cars, to name a few (Moeller, 2011;Davila & Patrick, 2010;Watson et al, 2010;Farris et al, 2009;Williams, 2008;Chapman et al, 2007). They also enjoy reading comic strips, joke books, and more simple reading such as statistics on sports cards and the information on cereal boxes (Davila & Patrick, 2010).…”

Section: Reading Genrementioning

confidence: 99%

Impact of Students’ Reading Preferences on Reading Achievement

Bouchamma¹,

Poulin²,

Basque³

et al. 2013

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The reading preferences of 13-year-old boys and girls were examined to identify the factors determining reading achievement. Students from each Canadian province and one territory (N = 20,094) completed a questionnaire on, among others, the types of in-class reading activities. T-test results indicate that the boys spent more time reading textbooks, magazines, newspapers, Internet articles and electronic encyclopedias, while the girls read more novels, fiction, informative or non-fiction texts, and books from the school or local libraries. Logistical regression shows that reading achievement for both sexes was determined by identical reading preferences: reading novels, informative texts, and books from the school library, as well as level of interest in the class reading material and participation in the discussions on what was read in class.

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First Graders' Preferences for Narrative and/or Information Books and Perceptions of Other Boys' and Girls' Book Preferences

Cited by 49 publications

References 22 publications

Sex or gender identity? Understanding children's reading choices and motivation

Sex or gender identity? Understanding children's reading choices and motivation

Informational Text Use in Preschool Classroom Read‐Alouds

Impact of Students’ Reading Preferences on Reading Achievement

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