Why are boys’ reading scores declining? What can we do about it?

Boys are behind girls by three-quarters of a year by fourth grade.  By eighth grade, boys are behind girls by a full year.*

For the past twenty years, the gap in reading scores between girl readers and boy readers has remained fairly consistent.  Reading scores for both have declined steadily in the past ten years.

The result?  Researchers theorize it has led to declining attendance by boys in both high school and college.

To make these conclusions, Stanford researchers analyzed state tests and the National Assessment of Educational Progress (NAEP) test.

What might be causing the gap between girls’ and boys’ reading scores and the decline in boys’ reading scores?  Researchers theorize that these might be to blame:

• The amount of time kids, especially boys, spend using electronic devices impacts students’ ability to focus.

• The lack of time fathers spend reading influences boys to think reading is not important for boys.
• The lack of early school intervention for boys who are struggling to learn to read makes change more difficult.
• The defeatist attitude some boys develop when they realize they are behind their peers in reading ability makes them wonder, “Why bother?”
• Stereotypes by adults who perceive boys as poorer readers than girls is picked up on by boys.
• The demand by schools that students sit still and focus at earlier ages than in the past—tasks harder for boys than for girls–makes all learning harder for boys.

So given this problem, how can it be lessened or reversed?  The same researchers have these ideas:

• Identify students having trouble learning to read as early as possible in their schooling. Kindergarten is not too early.
• Teach struggling readers in small groups of three or four students several times a week.
• Teach what research shows works:   Also teach spelling and handwriting.  Teach using whole books with literary value.
• Let boys see men reading.
• Let boys have some control over their reading material.

*According to new research by researchers at the Educational Opportunity Project at Stanford University.