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!