What's that myth about boys not wanting to read anything?

Boys are underperforming by 10% or more, compared to girls' literacy.

My experience working with boys and adolescents (9-15) in the last year has taught me that they do not have an insurmountable problem with reading or writing. But far too often they are being forced to answer tedious comprehension questions. Or they are pushed into commenting critically on subjects that do not relate at all to their interests. Research shows that often boys visualize reading as a female activity. So some of the problems are part of the current culture and construction of reading as an activity.

At first, the key to success, in my view, is to work with their existing interests. That means that you need to find out what fires their imagination. In an overcrowded classroom that is sometimes difficult, and there is a tendency for the whole class to work on the same topics such as "Africa," or "Environment," or "Superheroes."

The young people I've worked with thrive on football and other sports, gadgets, fashion clothes and brands, fast cars, &c.

As a result of looking at and comparing media texts, such as advertisements, technical data, brochures, films, and leaflets,  the persuasive reading and writing activities emerge as a critical and creative focus for the young people's work.

This process of working with the most appropriate subject matter, or allowing young people to make their own choices, results in deeper engagement and closer reading. There is an awakened and heightened critical faculty, and the discovery of hitherto latent creativity. Often they are still reading when the one hour lesson has finished. And there has been no loss of concentration. They are asking me to let them 'do' this topic as their homework!
With a little guidance, it's not difficult to cover complex sentences and witty epigrams; rhymes and rhythm; alliteration; layout and design; multimedia and interactivity. Quickly they will pick up a wide descriptive and technical vocabulary that was a closed book when they were 'studying' traditional literary topics. They identify literary devices and the impact they have as a tool for advertising and promotion. They begin to deconstruct those sinister forces - the secret and hidden persuaders. By unlocking the promotional tricks of the trade they learn to imitate or resist them. This in turn has a potential for growth and empowerment.

Having picked up key skills, confidence, and competence, the young learners are far less resistant to exploring texts and images critically and creatively.

It's far easier to slip in some classic writing after a solid foundation and strong motivation has been acquired.


Dr Ian McCormick is the author of The Art of Connection: the Social Life of Sentences
(2013) Also available on Kindle, or to download.

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