Strategies to Encourage and Support the Reluctant Middle School Male Reader

Studies (Lee, Grigg, & Donahue, 2007) show that girls outperform boys on reading tests and that boys, especially older boys, are less likely to read for enjoyment in and out of school (Scholastic, 2008). Societal pressure, lack of literacy skills, and lack of motivation are all obstacles that contribute to these findings. In order to raise test scores and the level of reading engagement, teachers, parents, and librarians need to connect these reluctant male readers with books and other reading material that they want to read. Boys prefer non-traditional texts, and though fiction is not a preference, boys crave certain genres and topics. In addition to connecting boys with books, teachers need to establish a learning environment and select instructional strategies that allow boys to be successful in the literature classroom. Including time for leisure reading where books are self-selected and teacher read-aloud is crucial to any literature curriculum. Instructional strategies such as graphic organizers, think aloud strategies, drama, hands-on projects, and literature circles can be selected in an effort to make males feel competent. Differentiated instruction is a template for teachers to incorporate all these options and choices in the content, processes, and products of any unit. With teachers, librarians, and parents working together to implement this research, boys will more likely choose to read