V.+Literacy+and+Reading



=**Gender gap exists in reading Proficiency**= > ** Pedagogy based on segregation and exclusion ** //** Teacher Librarians should question why it takes such drastic steps to put such materials into boys’ hands that match their interest and abilities **. //
 * Teachers are at the front-lines of battle: Boys do not read as well as girls.
 * Challenge of enticing boys to reading has lead teacher librarians into a variety of inventive and proactive experiments such as “boy’s only” reading clubs and gender specific book displays.
 * If we start making decisions about gender-appropriate materials, we are in danger of reinforcing negative connotations about what is suitable to read.
 * Gender acculturation, socioeconomic factors or the introduction of standardized tests have much to do with ** attitudes towards reading ** and there is little that teacher-librarians can do about this.

=**Classroom Reading Programs**=
 * Curriculum standards have students reading the same story or answering the same question.
 * Student comprehension is largely measured by written answers to plot recall, application of literary terms and vocabulary and written fluency.
 * The purpose of reading becomes devalued and function is lost to form in the reading merry-go-round.
 * Instead of jumping on the "boy's only" bandwagon, take a closer look at reading in the classroom.

** TO FIND OUR MORE ABOUT ONESELF AND THE WORLD AROUND YOU **
= = = WHAT IS A GOOD READING PROGRAM FOR BOYS? = = =

Reflect on these highly effective reading practices and questions:
** Teacher librarian needs to define ** =**// An Integrated English and Language Arts Program is….. //**= Reading is a life skill. The library cannot operate on a double standard. The values that students observe in the library resource center have to be the same values taught and modeled in their classrooms.
 * 1) Programs feature frequent and regular read-aloud of both fiction and nonfiction
 * 2) Appropriate reading materials to reflect skills
 * 3) Do teachers model independent reading during class time?
 * 4) Suggest an “everybody reads” time for your school using the example of DEAR (drop everything and read).
 * 5) Are there enough materials in the library to match student’s interests and abilities?
 * 6) Reading cannot be forced→ find high interest materials.
 * 7) Do students have frequent opportunities to select their own materials?
 * 8) Are they given regular and significant amounts of time in class to read?
 * 9) Establish priorities for the improvement of reading + Literacy Initiatives within school
 * 10) Do students have frequent opportunities to respond to materials in a personal and significant way?
 * 11) Personal responses rather then journal writing can be a more satisfying and effective approach
 * 12) Many opportunities to discuss what they are reading
 * 13) Library instruction through various reading circles, personal responses and small-group discussion
 * 14) Do students seek out and value peer opinions and advice?
 * 15) Real authority on “what’s good” and “what’s not” are students themselves
 * 16) Are programs flexible to allow for a variety of strategies to comprehend materials? (e.g., retelling, predicting, relating to personal experience, reflecting, discussing. dramatizing, expanding on the text, comparing, hypothesizing, making inferences and judgments)
 * 17) Familiarize yourself with reading techniques: reading theater, dramatic reenactments, open-ended questions, or personal responses.
 * 18) Is the reading program an integral part of an integrated Language Arts/ English Program?
 * for themselves what literacy entails **
 * 1) A blend of all the aspects of English: reading, writing, speaking, viewing, valuing.
 * 2) Individualized to the personal growth, skills, and cultural needs of the individual student.
 * 3) Coordinated across the curriculum: art, music, science, or computer studies.
 * CONCLUDE: **

** Reading **** is a purposeful activity and serving gender stereotypes undermines that purpose. **
 * Parsons, Les. Challenging the Gender Divide: Improving Literacy for All. pg. 281-285 **