Connecting Boys with Books 2: Closing the Reading Gap by Michael Sullivan

By Michael Sullivan

In his highly profitable "Connecting Boys with Books" (2003), Sullivan delved into the matter that studying talents of pre-adolescent boys lag in the back of these of ladies within the similar age team. during this significant other booklet, Sullivan digs even deeper, melding his personal reviews as an activist with views gleaned from different specialists that will help you: find out about the books that boys like to learn; discover the indicators that time to the analyzing hole; locate inventive new programming rules to compare boys' pursuits; and, identify a strategic blueprint for boys and studying. Drawing on greater than two decades of expertise, Sullivan indicates tips on how to reinvigorate the experience of pleasure that boys felt once they first heard an image e-book being learn aloud.

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7. Michael Gurian, Boys and Girls Learn Differently! A Guide for Teachers and Parents (San Francisco: Jossey-Bass, 2002), 56. 8. Hannaford, Smart Moves, 80. Boys and Girls Are Differentâ•…â•… 35 9. , Many Children Left Behind: How the No Child Left Behind Act Is Damaging Our Children and Our Schools (Boston: Beacon Press, 2004), 42. 10. Leonard Sax, Why Gender Matters: What Parents and Teachers Need to Know about the Emerging Science of Sex Differences (New York: Doubleday, 2005), 23. 11. Gurian, Boys and Girls Learn Differently, 30.

Women in our society do not tend to read in isolation; women read in book groups. Look around the country, in libraries and bookstores, and you find that the vast majority of book group members are female. That is partly explained by the fact that women read for socialization, for communication and cooperation. It also has a lot to do with how most book groups are arranged. Everybody reads the same book, that book is almost always fiction and usually a novel, and the discussion is centered largely around character development.

This in itself is changing as our preoccupation with standards and benchmarks has caused us to ramp up the pressure on children even at this early stage. According to Leonard Sax, kindergarten today is the first grade of thirty years ago, a time when children are expected to master basic components of literacy. ”1 Sax points out that “the brain’s language centers in many five-year-old boys look like the language centers of the average three-and-a-half-year-old girl. ”2 A three-year-old girl would be learning to read voluntarily, with no pressure, no grade-level standards to reach, and no threat that her failure would cost her school autonomy under No Child Left Behind.

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