Internationally, the role of engagement in reading has been positioned with increased importance in the development of children’s decoding and comprehension skills. Two major reading assessment studies – the Programme for International Student Assessment (PISA) and the Progress in International Reading Literacy Study (PIRLS) expanded the definition of reading to include engagement – the motivational and behavioural characteristics of reading. This broader view of reading stresses the significance of stimulating our boys’ interest in the value of reading.
How can we inspire our boys’ love of reading?
Positive Perceptions: Dr John Munro, a respected psychologist and education expert, states students need to see themselves as successful readers. First and foremost, our boys need to know we believe in them – we believe they can become exceptional readers. Our boys need to know reading can change (or add to) what they already know about the world around them. Our boys also need to know they can gain great enjoyment from reading. If our boys are motivated to read – for purpose and for pleasure – they will invest the time and energy required to comprehend texts of increasing complexity.
Reading Routines: Establishing reading routines means we encourage our boys’ behavioural engagement – time spent reading, frequency of reading and attentive participation in reading. Sharing bedtime stories each evening and listening to audiobooks whilst driving in the car can become a part of our family routines. Reading to and with our boys also sends a powerful message that it is valued and beneficial.
Exercise Enthusiasm: Analysis of PISA data highlights that teachers’ enthusiasm and their stimulation of reading engagement were positively associated with students’ reading enjoyment (Schleicher, 2019). Perhaps this notion could be extended to us as parents? We might further extend our son’s reading by gifting him a series each birthday (e.g. Dr Seuss or Roald Dahl) or subscribing to a children’s magazine (e.g. National Geographic Kids or Double Helix). Taking time to talk with our boys about texts also supports our sons’ social engagement with reading.
Monitor Meaning: Effective readers utilise metacognitive practices such as self-questioning to monitor for meaning (Jang et a., 2022). We can encourage our boys to cognitively engage in reading with increasing skill by asking them varied questions. While literal questions will require him to recall the main idea of a text or facts and details, asking our sons to make inferences when reading, such as determining an author’s intention (e.g. Why did the author position Harry’s bedroom under the stairs?) or analysing character traits (e.g. How did Felix show courage when he escaped the orphanage?), will evoke our sons’ ability to critically engage with texts.
Allow Autonomy: Providing our sons with a choice of reading materials can influence their engagement, enjoyment and achievement by establishing a sense of control and autonomy (Afflerbach, 2022). Perhaps your son is interested in reading stories, facts, poetry, jokes, biographies, mysteries or manuals? Extend his repertoire beyond his own interests and provide him with reading resources that include genres, topics or authors that may be unfamiliar to him; it may just spark his new passion!
Anja-Lee Caldwell
Junior School Curriculum Leader