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.