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.

Abstract

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.

Viewing alternatives

Item Actions

Export

You can export this page using these formats

About

• Item ORO ID
• 49310
• Item Type
• Other - Research Report (for external body)
• Project Funding Details

• Funded Project Name	Project ID	Funding Body
  Understanding disadvantaged struggling boy readers: disengagement with reading for pleasure?	SG150443	The British Academy
  Not Set	Not Set	The Leverhulme Trust

• Keywords
• reading for pleasure; boys; inequalities; intersectionality; gender; ability; ethnicity; social class; pedagogy
• Academic Unit or School
• Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Childhood, Youth and Sport > Childhood and Youth
  Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Childhood, Youth and Sport
  Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
  Faculty of Wellbeing, Education and Language Studies (WELS)
• Research Group
• Education
• Copyright Holders
• © 2017 The Open University
• Depositing User
• Amelia Hempel-Jorgensen