Capstone/Dissertation Title

Research supported instructional strategies educators can use to increase reading achievement for reluctant male readers at the elementary level

Term

2010

Capstone

Thesis

Degree Name

MAT

Abstract

The research question addressed is, what research supported instructional strategies can educators use to increase reading achievement for reluctant male readers at the elementary level? Boys and girls learn differently. This is very obvious when it comes to reading. The capstone includes a literature review of the evidence of male underachievement, the nature of how males learn, and basic information about the brain. This research question was answered by a qualitative study. The qualitative method chosen was to create a resource guide for educators. The resource guide was designed to meet the needs of reluctant readers at the elementary level. It includes a summary of the research on gender and literacy, explains how and why boys and girls learn differently and lists strategies educators can use to increase male achievement in reading.

This document is currently not available here.

Share

COinS