What impact does socio-economic status have on children's reading?

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What impact does gender have on children’s reading?

The study identified a significant gender difference between boys and girls in attitudes they held towards reading for pupils receiving free school meals. Girls were found to be outperforming boys in all areas of literacy and experiencing more reading achievement and enjoyment than boys. The researchers found that boys predominantly held more negative attitudes towards reading, stating that “reading is for girls”, is boring and that they struggle to find books that interest them.

The researchers made a link between boys’ reading and parental influence, specifically the importance of fathers as role-models for boys’ reading attitudes and behaviours. Other research supports this finding by demonstrating that boys are more likely to improve their socio-economic status if their father shows an interest in their education.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What did the researchers find out about socio-economic status and pupil reading? What role does the home and family play in children’s reading? What impact does gender have on children’s reading? In what way does socio-economic status influence children’s reading? What were the aims and design of the study? What are the implications of the study for practitioners? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader What impact does socio-economic status have on children's reading? This digest found in English Send to a friend Word doc 60KB Printer friendly Collate for later What impact does gender have on children’s reading? The study identified a significant gender difference between boys and girls in attitudes they held towards reading for pupils receiving free school meals. Girls were found to be outperforming boys in all areas of literacy and experiencing more reading achievement and enjoyment than boys. The researchers found that boys predominantly held more negative attitudes towards reading, stating that “reading is for girls”, is boring and that they struggle to find books that interest them. The researchers made a link between boys’ reading and parental influence, specifically the importance of fathers as role-models for boys’ reading attitudes and behaviours. Other research supports this finding by demonstrating that boys are more likely to improve their socio-economic status if their father shows an interest in their education.