Proposal, Thesis, Annotated Bibliography

Proposal

It is not uncommon these days to hear boys groan about school and reading, regardless of race or socio-economic status. This essay asks why boys are not motivated to read and what teachers can do to remedy this increasing problem. The essay will argue that in order to get boys motivated to read, teachers must see boys’ interests, competencies and experiences as positive resources rather than obstacles.
Within the general topic of motivation, this essay will explore the lack of motivation that many boys have for reading. How boys read differently than girls and why they are reluctant to read will be discussed as well as solutions that teachers can bring to motivate boys to read.


Thesis and Outline

Thesis Statement: The essay will argue that in order to get boys motivated to read, teachers must see boys’ interests, competencies, and experiences as positive resources rather than obstacles.

Outline: Analysis Essay
I. Boys learn and read differently than girls.
A) Boys’ particular physiology:
1. Boys’ brains have more cortical areas dedicated to spatial-mechanical functioning.
2. Boys have less serotonin and oxytocin (exhibit more impulsivity.
II. Boys are not motivated to read at school.
A) Reading seen as a feminine activity.
1. This perception is based not on who is reading, but on what is being read.
B) Book choice plays a key role.
III. Teachers can put forth solutions to motivate them and engage them in literacy.
A) Teachers need to reflect on the kind of classroom environment they create for students.
1. Make story time more active/interactive.
B) Choose books that appeal to boys’ tastes.
1. visual, humorous, relate to interesting facts (nonfiction)
C) Teachers need to rethink what constitutes literacy.
1. Expand beyond the text to include graphic and electronic forms of literacy.
D) Literacy must have a practical purpose—not be seen as a solitary activity.
1. Getting boys engaged in debating, public speaking, drama
IV. Reforming the education system.
A) Establishing same-sex classrooms.
1. Research shows that boys benefit from differentiated instruction.
B) Have boys start kindergarten a year later than girls.
1. Boys’ brains develop in a different sequence and tempo than girls.

Annotated Bibliography

Alloway, N., & Gilbert, P. (1997). Boys and literacy: Lessons from Australia. Gender and Education, 9(1), 49-58. An article about how gender perceptions affect how boys’ view literacy.

Brozo, W. G. (2006). Bridges to literacy for boys. Educational Leadership, 64(1), 71-74. An article about solutions that can be implemented to make literacy a more enjoyable experience for boys.

Horton, R. (2005). Boys are people too: Boys and reading, truth and misconceptions. Teacher Librarian, 33(2), 30. An article about boys’ perceptions of literacy and how they manifest their interest in alternative ways.

King, K., & Gurian, M. (2006). Teaching to the minds of boys. Educational Leadership, 64(1), 56-58,60-61. An article about how boys’ brains affect the way they learn.

Lever-Chain, J. (2008). Turning boys off? Listening to what five-year-olds say about reading. Literacy, 42(2), 83-91. An article about what turns boys off to literacy in the school environment.

Sax, L. (2007). The boy problem: Many boys think school is stupid and reading stinks--is there a remedy? School Library Journal, 53(9), 40- 43. An article that addresses boys’ negative attitude towards reading.

Sokal, L., Katz, H., Adkins, M., Gladu, A., Jackson-Davis, K., & Kussin, B. (2005). Boys will be "boys": Variability in boys' experiences of literacy. Alberta Journal of Educational Research, 51(3), 216-230. An article about how boys relate to literacy and the view of it as a feminine activity.

Weih, T. G. (2008). A book club sheds light on boys and reading. Middle School Journal, 40(1), 19-25. An article that sheds light on what boys like to read.