Boys and Literacy K-6

Basic Skills Test results show that although in general girls are outperforming boys in both Year 3 and Year 5, this gap has been narrowing over time. The small gap in the literacy performance of boys and girls needs to be understood against a background which takes into consideration the way in which various factors intersect with gender to affect literacy results. Not all girls are outperforming all boys. For example boys from high socio-economic status areas are performing at a higher level than girls from low socio-economic status areas. Both boys and girls of low socio-economic status from rural areas are particularly disadvantaged in terms of literacy achievement.

Schools can use their assessment data to determine the literacy needs of their students and develop programs that provide specific teaching and learning experiences for those groups of students who need support to improve their literacy. A balanced literacy program will include critical literacy, where students are taught the roles of text user and text analyst (Teaching Reading: a K-6 Framework, pages 12-13). Such approaches to literacy assist students to understand that all texts are constructed, to learn how to read texts from a variety of viewpoints and to develop an understanding of gender stereotypes.

Explicit teaching, which outlines the purpose behind the literacy activities undertaken, will assist students to understand the relevance of literacy skills to the world of work and leisure. A critical literacy approach which assists students to explore and understand the gender stereotyping implicit in media and popular culture texts will enable students to develop skills to analyse the messages about gender that texts portray. This approach also allows boys to respond in ways other than from a personal dimension.

Many students have high levels of literacy in areas such as computer literacy which are not always recognised by schools. By ensuring that a range of texts that reflect the diverse interests of their students are offered, schools can cater for the learning and needs of all students. Similarly, assessment strategies need to reflect the full range of students’ needs and interests.

Peer reading programs where older boys support younger boys have resulted in improved outcomes for boys. The younger boys have shown improved literacy skills, whilst the tutors have developed enhanced communication and social skills.

Successful school literacy programs also include parental involvement. Schools can work with parents and carers to show the benefits of parents modelling an interest in reading and writing to their children. Parents involved in classroom reading activities model that they value reading. Boys and girls do not often realise the amount of literacy involved in various jobs and careers. By discussion about the literacy needs of various occupations, parents can increase students’ interest in literacy as they see the real life relevance of literacy skills.

Successful school literacy programs also include parental involvement. Schools can work with parents and carers to show the benefits of parents modelling an interest in reading and writing to their children. Parents involved in classroom reading activities model that they value reading. Boys and girls do not often realise the amount of literacy involved in various jobs and careers. By discussion about the literacy needs of various occupations, parents can increase students’ interest in literacy as they see the real life relevance of literacy skills.

Where schools and parents work together from a common understanding about the gender issues involved in literacy, they can develop programs which are appropriate to the needs of all their students.

Teachers at the school noticed that boys were less inclined to engage fully with the narrative texts that were frequently used during modelled, guided and independent reading sessions. However, they were keen about the use of technology in various areas of the curriculum.

• use of explicit teaching of skills to deconstruct and critically analyse a variety of real life texts with a focus on language structures, persuasive language and stereotypes in advertising
• opportunities for students to create texts using a variety of tech
• use of real life texts such as magazines and newspapers
• explicit teaching about how gender is constructed in real life texts.

• increased participation of all students in group and class discussions
• students were able to articulate more clearly their understandings and interpretations of the texts used
• students gained a clearer understanding of gender and social stereotypes commonly used in real life texts
• development of skills and understandings of the text analyst and text participant roles of readers
• increased understanding of the ways in which texts are constructed and the ways in which readers are positioned.

• Alloway, N. & Gilbert, P. (1997) Boys and literacy: Professional development units, Curriculum Corporation: Melbourne, Victoria.
  Alloway, N. & Gilbert, P. (1997) Boys and literacy: Teaching units, Curriculum Corporation: Melbourne, Victoria.

• Gilbert, P. (1994) Divided by a common language? Gender and the English curriculum, Curriculum Corporation: Melbourne, Victoria.
  Gilbert, P. & Rowe, K. (1989) Gender, literacy and the Classroom, Australian Reading Association: Melbourne, Victoria.