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Understanding boys (dis)engagement with reading for pleasure: Project findings

Hempel-Jorgensen, Amelia; Cremin, Teresa; Harris, Diane and Chamberlain, Liz (2017). Understanding boys (dis)engagement with reading for pleasure: Project findings. The Open University, Milton Keynes, UK.

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Why do boys from low-income families appear to read for pleasure far less than other groups of young people? This research project provides new evidence that how reading is taught in schools influences different boys’ orientations to and engagement with reading for pleasure. It offers evidence that boys’ (dis)engagement is not simply a gender issue and that it also involves teacher perceptions of other aspects of boys’ social and learner identities, including ‘ability’, ethnicity and social class. The research was funded by the British Academy and the Leverhulme Foundation.

Item Type: Other
Copyright Holders: 2017 The Open University
Project Funding Details:
Funded Project NameProject IDFunding Body
Understanding disadvantaged struggling boy readers: disengagement with reading for pleasure?SG150443The British Academy
Not SetNot SetThe Leverhulme Trust
Keywords: reading for pleasure; boys; inequalities; intersectionality; gender; ability; ethnicity; social class; pedagogy
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Education Futures
Centre for Research in Education and Educational Technology (CREET)
Item ID: 49310
Depositing User: Amelia Hempel-Jorgensen
Date Deposited: 19 May 2017 10:23
Last Modified: 15 Jan 2018 14:23
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