Motivating Boys to Read: Inquiry, Modeling, and Choice Matter

Abstract

A great deal of attention is being paid to the lack of reading and academic success for adolescent males. In this article, we discuss three structures in a school where boys read (and perform) as well as girls. When instruction is guided by inquiry, when teachers model their thinking while reading, and when book choices are honored, all students read more and read better. In this article, we present the voices of several students who share their thinking about these three curricular reforms.

Critical Influences That Encourage Adolescent Boys to Engage in Leisure Reading

“…Other studies have found competence and selfefficacy were the most important motivators for boys to read (McDowell, Sweeney, & Ziolkowski, 2011;Smith & Wilhelm, 2004). Finally, other research showed that boys didn't reject reading universally, just in the form of school assignments because of the way it was presented (Fisher & Frey, 2012;Fredrick, 2006;Kirkland, 2011;Smith & Wilhelm, 2004). So the problem is, no one really knows what the problem is in terms of a consistent obstacle to boys reading for pleasure.…”

“…To identify influences on boys' literacy, the survey in this study will address questions of gender differences (Canadian Council on Learning, 2009;Clark, 2010;Fredrick, 2006;Guerra, 2012;Kirkland, 2011;Moeller, 2011;Smith & Wilhelm, 2004;Werderich, 2010), boys' feelings of competence in reading (McDowell et al, 2011;Smith & Wilhelm, 2004), and the role of teacher support and modeling (Boone et al, 2010;Bowen et al, 2012;Fisher & Frey, 2012;Fredrick, 2006;Gillespie, 2010;Werderich, 2010).…”

“…Coming to the classroom, the researcher struggled with why students, especially boys, would not simply read for the experience and find value in any book. This has led the researcher to be particularly interested in finding genres that appeal to boys as well as using essential questions (Fisher & Frey, 2012) to generate a need to read.…”

“…The critical factors in fostering boys' literacy are motivation or interest, choice, competency or self-efficacy, and the role of the teacher (Elish-Piper & Tatum, 2006;Fisher & Frey, 2012;Fredrick, 2006;Kirkland, 2011;Smith & Wilhelm, 2004). These factors are discussed first, then other facets of adolescent male literacy are covered.…”

“…What seems to be the key to male literacy is motivation or interest (Bozack, 2011;Canadian Council on Learning, 2009;Elish-Piper & Tatum, 2006;Fisher & Frey, 2012;Graham, Tisher, Ainley, & Kennedy, 2008;Sells, 2009;Smith & Wilhelm, 2004). Boys need a reason to read (Elish-Piper & Tatum, 2006).…”