Shared vs. Independent Reading: Which one do guys prefer

By David Lopez-Cepero, Kellsi Sinnett, Andrea Horning, and Libbie Bauer

As we searched for teaching methods that would support boys’ engagement with reading, we focused our attention on observing boys from various grade levels. Specifically, we observed boys in our practicum placements in Central Indiana. The age level of the students observed ranged from first to sixth grade. We looked to see if these boys would respond better to individual reading or reading with others. There were many different factors that influenced their engagement to reading. Boys’ reading is influenced by social interaction, authentic purpose, natural inclination, engagement, and interest. It is also important for a teacher to use differentiated instruction in order to promote reading in the classroom. If these factors are implemented correctly, we believe that boys will learn to respond positively to both individual and group reading.
Boys are more likely to be engaged in the reading when they are interested in the topic. We have found that boys will largely read for an informational purpose. That means that for boys to be engaged in the reading process, the subject must be something that is intrinsically motivating and can be applied directly to their life. Primary grades participate more willingly across shared, guided, and partner reading. This is because they are seeking the attention and approval from their teacher and peers. One of the ways primary grade students demonstrate their excitement to learn is by answering questions and actively participating in group discussions. This excitement can be channeled into reading in groups, shared reading, read alouds, and grand conversations because they are willing to participate and are intrinsically motivated to offer their thoughts, ideas, and opinions.
Upper grades take on the stereotype that it is “un-cool” to read so they are less willing to participate in class discussions. This is a label that is learned, because in the primary grades, boys are happy to receive approval from peers and teachers for their good work. Our society pushes boys to the belief that they need to be strong, which often keeps them from pursuing activities that are innate. Because of these standards placed upon boys by our society, boys often think they must act a certain way in order to be accepted. Upper grades respond better to individual reading because they can do it on their own without fear of judgment from peers. They are not trying to impress anyone, but they are reading for aesthetic purposes. By this point in their education, boys have either learned to enjoy reading or to suffer through it. However this is not an excuse for teachers. The teacher and parents need to work together to a different teaching method that will appeal to the specific interest of the student.
The primary goal as a teacher is to intrinsically motivate boys to become life long readers. They need to present lessons that appeal to all different learning styles and make sure to teach at all different instructional levels. Teachers need to assess their students and know what reading method they respond best to. Even though these theories are not always going to hold true in every circumstance, this is what we have observed through our field research.

Guys' Reading is a Social Thing

By Sarah Matson, Amanda Smith,Anna Deneen and Cat White

Based on observation and research conducted in primary grade classrooms, it has been discovered that boys engage in reading best when it becomes a social experience for them. A few key components have been consistent in this research.
Boys are very responsive to interactive experiences in reading. Read alouds, group (shared) reading and buddy reading have proven to engage boys more so than independent activities. When boys have the opportunity to work with a partner or small group (as in a literature circle), they are able to collaborate to accomplish a goal by discussing their ideas, predictions and experiences with the book. In turn, this enables them to utilize and express themselves through their various learning styles. Activities that allow boys to work alongside each other with their hands have shown to produce positive results.
Secondly, it has been observed that boys enjoy talking to others about what they have learned and discovered. Research suggests that when given the choice, boys will often prefer non-fiction, magazines and newspapers, how-to reading, and biographies to fictional narratives. With this in mind, a consistent motivator among boys in the observed classrooms has been to give presentations or share with partners in an effort to teach the others what they have learned through literature. When boys are engaged and excited about what they are reading and given opportunities to choose books for themselves, they naturally want to share and explain to others what they are learning. Even without prompting, it has been discovered that boys want to share what they have learned with the teacher as well, thus empowering them as learners – simply because their choice has interested them and captured their attention!
In addition, boys have been observed reading aloud as they read independently. This discovery correlates well with assertion that learning styles affect the engagement of boys as it relates to literacy. By reading aloud as they read independently, boys are utilizing their aural style of learning and making more sense of the text. The above mentioned observation demonstrates their inability to comprehend written text as well as girls can. Thus, the need for discussion circles and response activities with other students becomes imperative as teachers seek to engage them as best they can. When boys can make meaning from their reading, they are more apt to be engaged in it because it makes sense to them and they can connect their personal experiences.
In conclusion, we, the researchers, assert that boys are more engaged in reading and learning when they can experience the literature with others. Through discussion, response activities, and opportunities to teach and share with others about their choice literature, boys are enabled to derive meaning and enjoyment from the reading experience!

PARENTAL INVOLVEMENT AND
BOY’S READING INTEREST LEVEL

“I like reading because it helps me learn new things!”

“I like reading because it is fun listening and you can learn from books. I know some words and will learn new words!”


“I can learn how to write stuff!”

“It tells you things.”

“I can pick out my own book and my mom will read it. Books make me feel better and sleep good!”


It may be hard to believe, but these quotes came from Kindergarten boys in central Indiana. They were read to and then were asked a series of questions about reading. What can be done to get boys more interested in reading? Dr. John McCracken started asking the same question while teaching at Indiana Wesleyan University. As a professor of Children’s Literature, he wanted to find out more about young boys and their interest in reading. He went beyond studying previous research and studies; he started performing his own and also having his students conduct research. Various questions have been asked and different approaches have been used to find out more about boys and reading. One question asked the following: to what degree does a parent’s involvement in the pre-kindergarten boy’s reading affect his interest in books and reading once in school? The attempt to answer that question went like this…

So just how helpful is it for parents to read to their children before school? We decided to find out. We knew we would have to work with boys who had just started school, so naturally, we went to Kindergarten. After choosing the book “No, David!” by David Shannon, and developing an observation checklist and teacher and parent surveys, we began our research. We began by reading the book to one boy at a time. An observer watched how he reacted to the story as well as the pictures. The observer then asked the boy a few questions, such as making predictions, describing what he liked about reading, and explaining how often he was read to before Kindergarten. Twenty-one boys were read to and questioned from three different schools and seven different classrooms. The responses varied but were encouraging. A survey was sent home to the parents asking how often the boy was read to before kindergarten and what books he enjoyed. A survey was also given to the teacher to evaluate how his reading has developed since being in school. After collecting all the surveys, the data was compiled and the information was compared.

The results may not be shocking, but nonetheless, they are beneficial in finding out more about boy’s reading interest, especially prior to school. While observing the boys, it was obvious which ones had been read to previous to Kindergarten. Overall, those with prior book experience were more responsive and showed higher interest in the story. First, we found that the boys often develop positive feelings toward reading because it has been a special experience with their families. We tend to be drawn to activities that yield positive feelings and in which we are most comfortable. Second, boys will become more interested in reading as they become more confident in it. The male gender generally enjoys doing things they succeed in, and we believe that it is no different for boys and reading. If they have the opportunity to become comfortable and confident in reading, their interest will improve. Finally, boys need to have books available at home and see adults enjoying reading. Parents need to share the importance of reading and how they love to read with their children, this way, children will develop a love for reading on their own. Data supports that if parents have read to their son from a young age, he will typically be more interested in reading and see it as important. As one mother said, “Starting early is the best way to gain a love for reading.”

Three professional texts supported our findings. Although they did not directly address children’s interest in reading, they did support parent involvement in reading at young ages. According to Alice Sterling Honig in “Exploring the Magic of Stories Together,” parents’ involvement in their young child’s reading will help the child develop enjoyment when interacting with books. She also emphasized the importance of parent’s enthusiasm and interest for reading. An article by Suzanne Rust counseled parents on the importance of reading to children, with the result of that child’s later academic success in school. Reading to young children also creates a strong loving bond and quality family time, which will increase the child’s interest level. Finally, Susan B. Neuman stated that “one of the best gifts you can give to your child is a lifelong love of reading, and that begins by reading out loud every day. It’s never too early to start”…”children who have been read to since their earliest years do better in reading than their peers who haven’t had the same advantage.” When boys perform better academically, they will gain more confidence, and therefore be more interested.

In conclusion, we were encouraged by the results of the research we were able to conduct. We found that in general, the boys were interested in reading. The boys that were read to more often were more captivated by and responsive to the story. They were more interested in looking further into the story and discussing pictures and favorite parts. Facial expressions and body language of these boys also supported their interest in reading. The boys who had been read to were more expressive with their feelings while we read to them. Those who had not been read to as much were more conserved with their emotions. Based on our research, we are confident to say that a boy’s interest in reading is largely influenced by his parents’ involvement.



Sources:
People:
Kindergarten Teacher, Northwestern Elementary School

Kindergarten Teacher, Lincoln Elementary School

Mother of a Kindergartener, Northwestern Elementary School

Articles:
“Exploring the Magic of Stories Together”, Alice Sterling Honig, Scholastic Parent and Child. New York: Feb/Mar 2004. Vol. 11, Iss. 4; pg. 25, 2 pgs.

“Doctor’s Orders: Read Early”, Suzanne Rust, Black Issues Book Review, May/Jun 2005, Vol. 7 Iss. 3, p. 65, 1 pg.

“Read to Me!”, Susan B. Neuman, Scholastic Parent and Child. New York: Sep. 2005, Vol. 13, Iss. 1: pg. 27, 1 pg.

What Can Be Done in the Classroom?

By Jessica Frasso, Kara Clifton, and Katherine Lee

According to our culture, boys enjoy activity. They thrive in an environment where they can work with their hands, go on an adventure, and be the “hero.” Consider the many classics—cops and robbers, cowboys and Indians, the prince coming to save his princess. These are all active games that require full focus and complete engagement—mentally, physically, and emotionally. However, what does this look like in the classroom? How does the teacher completely engage (mentally, physically, and emotionally) this same, active boy in classroom lessons? More specifically, how can he engage with literacy in a positive manner?
After posing such questions, we conducted our own research to bring some answers to light. We began our research by interviewing parents, teachers, and elementary aged boys of various grades. Through these discussions we discovered a connection between the enjoyment of reading, the types of books that the boys read/ have read to them, and the activities that follow the reading. Below, we will discuss what this looks like in today’s classroom.
The teacher should carefully consider the type of literature he/she brings into the classroom. In order to fully engage one’s students, teachers must be aware of their interests. Through our research, we found many overlapping interests perceived by teachers of their students, parents of their sons, and boy’s favorite types of literature. Within the realm of informational books, sports, weaponry, mechanics, and history were of strong interest. As for general adventure stories, mysteries, space, and pirate escapades were those quickly chosen by young boys.
The teacher should also include activities to enhance the enjoyment of the reading. Boys like hand’s-on activities that relate to the chosen book. Activities that are competitive between the students are often enjoyed by boys. For example, the book Holes by Louis Sachar provides many hand’s-on opportunities. The boys could actually go outside and physically dig holes (just as the characters in the book do) to realize just how hard digging a hole really is. Something out of the ordinary and active will not only help the boys remember the book, but enjoy it as well. The goal of the teacher is to fully engage his/her students. Through active involvement, boys can understand the characters and plot more fully. It is through hand’s-on, post-reading experiences that boys put themselves in the place of the character—becoming a part of his/her time period, setting, and perhaps, people group. In addition, as boys generally like books that are informational, a teacher should allow them to do something they perceive as useful with the information. For instance, if the boy reads a book about pirates there are many activities that could help them enjoy the topic even more. Students could design a treasure hunt, make a boat, or write a story putting themselves as pirates.
When considering how to best engage boys in literature, research is necessary in order to determine the best approach possible. After inquiring on the subject with a variety of sources, we were able to infer a few concrete components that effect boys’ enjoyment of literature. The basic prevailing fact, in general, is boys need adventure or factual books accompanied with active response activities to create a positive outlook on literature.

What Successful Readers Do
By
Libby Brown, Ashley Carroll, Hope Guda, and Nissa Dean

“One Monday morning Lilly came to school especially happy. She had gone shopping with her Grammy over the weekend. Lilly had a new pair of movie star sunglasses, complete with glittery diamonds and a chain like Mr. Slinger’s. And, best of all, she had a brand new purple plastic purse that played a jaunty tune when it was opened.” This passage from Lilly’s Purple Plastic Purse, is an example of type of literature that is often used in classrooms across America. However, literature such as this typically does not spark the interest of boys. More and more boys are slipping through the cracks because they are not being exposed to literature that captures their interest. As a research group we wanted to answer the question; “Among successful and motivated readers, what reasons do boys give for enjoying reading?” Through parent surveys and individual interviews in Kindergarten and first, third and sixth grade, we discovered that boys who enjoy reading read about subjects that relate to the activities that they participate in.
One of the most prominent findings was that these readers are drawn to informational text. These non-fiction books are primarily focused on one topic such as a specific sport, a particular career or an object or person of interest. For example, our interview with Kindergartener Fernando,* revealed his love for baseball which was reflected in his choice of books which he said he read to improve in his sport. Another interview with sixth grader Joaquin,* told us that he spends his free time playing video games. As a result of this interest he enjoys reading gaming magazines that help to better his skills. This information led us to discover that boys not only read informational books but also other literature forms such as magazines and newspapers. We concluded that boys are drawn to material that allows them to pull information and facts quickly. This type of material is also usually very visually stimulating characterized by sharp, colorful images.
Another conclusion we reached in our research is that successful readers read about topics they actually participate in. This meaning a boy who reads about football in a Sports Illustrated magazine is actually playing touch football with his Dad after school. Similarly, a Kindergartener who enjoys playing with his pet dog at home will often choose books about animals. In the primary grades this participation sometimes presents itself through imaginative play. Hans,* a first grader who reads about space travels also imagines himself blasting off into space as an astronaut.
In conclusion, there is a direct correlation between the literature boys enjoy reading and their personal interests and activities. There is a lot of literature available that addresses the interests of young boys. However, it takes a good critic, who is well informed about the literature that will engage boys, to select quality material that will foster lifetime readers. In the words of a

Real Guys Really Do Read Books
Research Question: How does an older male role model affect a male student’s interest in reading?

By:
David Campbell, Liz Howerth,
Alissa Conant, and Ashley Mayo

Recently, our group explored the effect of male role models reading to elementary age boys. As part of our research, for three weeks, we paired three male sixth grade students with three male second grade students of different reading levels (high, medium, and low). The same students were involved in this experiment and were paired with the same buddies for the duration of the experiment. The pairs of readers read in a comfortable environment in the hallway with soft pillows. The second graders chose the books they wanted to read, so the topic was of interest to them. While the students were reading, two of us as JPY students floated around to monitor and observe the students’ responses, interaction, and engagement with the book. After the students finished reading their books, we would lead the students through an informal interview to gage whether or not the students benefited and enjoyed reading with an older male role model. Through conducting this sample of research, we gathered useful information that supports our objective.
Over all, the buddy reading with a sixth grade role model was well received by the second and sixth grade students involved. Both the sixth grade and second grade students asked if they could continue reading together after the three weeks we had scheduled to conduct this research experiment had ended. Within the three weeks of buddy reading, we saw lots of smiles, heard lots of laughing, and listened in on some great dialogues between the students. The boys appeared to have struck up a friendship with each other, which was a joy to watch.
Our biggest surprise came from the sixth grader’s reaction. Our intent going into the research was to just look at the younger readers. We never really considered the effect that reading with any male could affect their interest in reading. We found though, through our observations, that reading to younger boys empowered the older boys; they felt important. This makes sense with the way that men (or boys in this case) are wired. Men need to feel needed and through that they want to accomplish more.
Another research tool we used was to conduct a brief survey with boys of the kindergarten, second, fourth, and sixth grade classes that we each teach for our practicum experiences. We questioned the boys about whether they read with an older brother, grandpa, dad, uncle, etc., and if so, how often they read with them. Our aim in this survey was to see if there was any correlation between reading with an older male and their reading level as given by the cooperating teacher. Although our survey sample was rather small, our results showed that boys who have had a male role model read to them are more likely to be placed in a medium or high reading group. These results show us that older male role models reading to boys positively affect the male student’s overall success in reading.