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Differently Literate Boys, Girls and the Schooling of Literacy

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ISBN-10: 0750706619

ISBN-13: 9780750706612

Edition: 1997

Authors: Elaine Millard

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Parents research into the differences in boys' and girls' experiences of the reading and writing curriculum at home and in school. The book is divided into three sections: an outline of the theoretical debates on gender difference and academic achievement; a description of the research into these issues conducted by the author; and an analysis of the author's findings. In discussing the outcome of her research, Millard highlights further areas for more detailed study and makes recommendations for the development of literacy policies.
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Book details

Copyright year: 1997
Publisher: Routledge
Publication date: 3/1/1997
Binding: Paperback
Pages: 224
Size: 6.25" wide x 9.50" long x 0.75" tall
Weight: 0.792
Language: English

List of Tables
Considering Gender and Literacy Research
The Influence of Gender on Schooling
Gender and Early Schooling
Content Difference in Reading Choice
Large Scale Surveys of Reading Interests
Gender Differences in Writing
Gender Differences in Academic Achievement
Biological Explanations of Gender Difference
Gender as Socially Constructed
Gender Role as Social Display
Gender Regime
Psychoanalytical Theory, Freud and Gender
Gender, Language and Subjectivity
Gender and the Teaching of English
The Teaching of Reading and Writing in School and Its Legacy
The Importance of History
Methods of Teaching Reading
Methods of Teaching Writing
The Relevance of a Historical Perspective on Early Reading and Writing to this Study
English in the Secondary School: A Question of Personal Response?
The Nature of Personal Response
The Research Evidence
Papils' Choice of Narrative Pleasures
A Questionnaire in Narrative Form
Asking Questions
Differences in Narrative Pleasure
Identifying Shared Interests
Choosing Non-fiction
Identifying Light and Heavy Readers
Boys' Disadvantage in the Reading Curriculum
Reading Comics and Magazines
Further Competition with Reading
Tastes in Television Programmes
Comparisons with other Related Studies
How Do They Read?
The Influence of the Home
Facility in Learning to Read
Who Provides Support for Learning?
Who Reads Most in the Family?
Sharing Books with Others
Self-Assessment of Reading Ability
Time Spent Reading
Theoretical Perspectives Re-examined
Reading Beyond the Pleasure Principle
Reading at the Beginning of the Secondary School
Reading and the English Curriculum
Reading in Practice
Reading Enables Children to Make Sense of the World
Families Versus Adventures: A Question of Choice
Reader as Hero and Heroine
Reading as Individual Choice and Personal Pleasure
Narrative Satisfaction and Its Sources
Reading as the Enrichment of Language
Reading into Writing
The Influence of Film on Narrative Understanding
Writing Tasks in School
Barthes' Method of Narrative Analysis
Applying a Semic Analysis to Pupils' Stories
Pupils' Choice of Genre for Writing Stories
Pupils' Choice of Characters for Their Stories
The Encoding of Actions
Comparison of the Plotting Devices Used
Analysis of Five Stories
Story One: The Rainbow Man
Story Two: The Time Warp
Story Three: Brotherly Love
Story Four: Me and My Street
Story Five: Robocop 4
Using More Literary Genres for Writing
Analysis and Recommendations
Making Connections from Theory to Practice
The Role of Narrative in the Teaching of Literacy
The Influence of Visual Literacy on Narrative Preference
Literacy and the New Technologies
Boys' Disadvantage in the Literacy Curriculum
The Nature of Gendered Difference and the Contribution of Feminist Research
Masculinity and Narrative Choice
The Teacher's Role
Literature and Literacy
Home Influence and the Modelling of Reading
From Research to Practice: A Concluding Summary with Suggestions for the Organization of Work in the Classroom
Redressing Imbalances
Auditing Individual Pupil's Reading
Improving Book Provision
Working with Parents
Promoting Enthusiasm for Books
Shared Reading Activities
Working with Non-fiction
Working with Popular Culture
Catering for Boys' Tastes
Teachers as Readers--Matching Readers to Books
Literacy in the Whole Curriculum
Combining Fact and Fiction
Managing Reading for Learning
Providing for Technological Changes to Literacy
Researching the Classroom
The Education of New Teachers
Examples of Unstructured Stories of Reading Transcribed from Children's Work Collected in the Pilot Study
Examples of Story Openings Collected in the Second Phase of the Study and Analysed in Chapter 6
Titles of Books Recorded in the Questionnaires as Well Liked