Discovering: The Stereotype of Boys Disliking Fiction Reading is a Misconception!
In a pioneering study published in the International Journal of Inclusive Education, researchers have illuminated the potential influence of gender stereotypes and socio-economic factors on reading competencies in classrooms. The study, which utilized data from 14 schools across South East Queensland, with the majority of students attending state schools, implies that fostering reading enjoyment, particularly fiction, early on in schooling could be pivotal to enhancing reading skills, especially for boys and students from economically disadvantaged communities.
The study, with the DOI 10.1080/13603116.2021.1941319, explored self-reported reading enjoyment, frequency, and achievement on national reading tests for 318 Year 3 pupils in Australia. The findings indicated that fiction is the most preferred reading genre for schoolboys compared with non-fiction, comics, and magazines. More than half (57%) of the boys surveyed expressed that they liked fiction or story books 'a lot'.
While some educators might believe pupils from low-income homes have less inclination to read a variety of texts, or are influenced by stereotypes and assume boys prefer non-fiction, the study revealed that students who had higher levels of enjoyment for fiction and non-fiction, and who read more frequently were more likely to have better reading skills.
According to the study's lead author, Laura Scholes, library visits are particularly significant for emerging readers. She believes that these visits may especially broaden the reading experience of boys and students from under-resourced homes. The results showed that students from schools in poorer areas tend to struggle to achieve the same reading scores as more affluent children.
Scholes also advocates for reform of literacy agendas, suggesting that teachers should promote the will to read and the enjoyment derived from literature, not just developing reading skills. She encourages teachers to engage with parents about strategies that inspire children to read, including fiction.
Evidence from international studies shows that reading for pleasure is associated with higher reading outcomes, but this varies according to a child's gender, location, and socio-economic status. The study's findings have significant implications for parents, teachers, and policymakers, suggesting that the range of boys' reading preferences may have been underestimated.
In conclusion, the study underscores the importance of promoting reading enjoyment, particularly fiction, early on in schooling, and the potential impact of gender stereotypes and socio-economic factors on reading competencies in classrooms. It emphasizes the need for a shift in literacy agendas towards cultivating a love for reading and the enjoyment gained from literature, not just developing reading skills.
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