engleski

Gender Gap in Reading: Addressing the Needs of Reluctant Readers

This presentation is based on the findings of the Erasmus plus Boys Reading project. The aim of the project was to make reading an integral part of the life of boys aged 11-15. Teachers and other stakeholders face numerous challenges concerning the reading of boys. According to the literature, teenage boys are more likely to be characterized as reluctant readers. It is important to emphasize that reluctant readers are more likely to read if they are engaged in literacy activities that are related to their interests and hobbies. Teachers should recognize reluctant readers and need to reflect upon their teaching practices by taking into account the factors that affect boys reading. For example, they should create learning environments that will promote meaningful activities. Also, it is important to use different book genres and themes and provide students with a variety of resources. In order to use good practices in activating non-readers as well as youngsters, teachers should be familiar with the subcategories of literature for teenage boys. Hence, in the presentation, we will describe the main subcategories of literature and the list of international bestsellers that appeal to teenage boys. We will also focus on the visual narratives and comics or graphic novels that hold the interest of teenage boys and can teach inference skills, character development, dialogue, transitions, and drawing conclusions. In conclusion, we will present a lesson plan sample and the main strategies used in successful reading programs.

gender gap, reluctant readers, good practices

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