The Educator November 30, 2020
This article discusses a study carried out by Associate Professor Laura Scholes, Barbara Comber and Nerida Spina .
The study challenges the belief that boys choose to read mainly non-fiction texts and that this has changed since the early 2000’s. The article stresses the important place of fiction in developing long term reading skills, highlights the place of digital texts, and also challenges teachers to expand their knowledge of literature that may be engaging for boys.
Foundation touchstones: 1,3 and 7 in particular
Link: https://www.theeducatoronline.com/k12/news/stereotypes-impact-reading-outcomes--study/274521