Reading, Writing and Gender: Instructional Strategies and Classroom Activities that Work for Girls and Boys (Paperback)

~ (Author), Barbara Roswell (Author) "Over the past decade, as we have collaborated on a series of research projects, our goal has always been to use what we have learned..." (more)
Key Phrases: charting choices, reading celebrities, reading celebrity, Eye On Education, Rave Review, New York (more...)

Editorial Reviews

Product Description

Like an increasing number of educators, you recognize that girls and boys approach reading and writing differently, and that boys are lagging behind girls in many assessments of literacy learning. This book does more than describe and explain these differences. It builds on the authors' state of the art research to offer instructional strategies and classroom activities to help both girls and boys develop as readers and writers. This book is for classroom teachers in grades 3 - 8 as well as for reading specialists, instructional leaders and other educators. It provides
- detailed descriptions of instructional activities, accompanied by reproducible tools and materials
- illustrative examples of student work
- concise summaries of state-of-the-art research
- ideas for action research projectsThe strategies and activities in this book have all been classroom tested with diverse student populations.

Product Details

• Paperback: 192 pages
• Publisher: Eye On Education (February 12, 2002)
• Language: English
• ISBN-10: 1930556233
• ISBN-13: 978-1930556232
• Product Dimensions: 10.8 x 8.6 x 0.5 inches
• Shipping Weight: 1.2 pounds (View shipping rates and policies)
• Average Customer Review: 5.0 out of 5 stars  See all reviews (1 customer review)
• Amazon.com Sales Rank: #959,931 in Books (See Bestsellers in Books)

Customer Reviews

Most Helpful Customer Reviews

1 of 1 people found the following review helpful:

5.0 out of 5 stars Excellent, May 15, 2005

By	spm (Pennsylvania) - See all my reviews

This work provides one of the best and most balanced discussions of gender issues in language arts education. In addition to a critical review of recent research, the authors also provide activities that can be used in a classroom setting. This book strikes a balance between avoiding the "girls club" model of language arts instruction supported by the NCTE, while still supporitng the belief that boys should be provided the opportunity to expand their reading and writing practices. The only concern that I have is that more attention should have been given to the issue of gender bias in classroom assessment of student's reading and writing.