Latest update: May 23rd, 2013
In a recent New York Times article, Robert Lipsyte, a sports author, posed the following question: “Boys and Reading: Is There Any Hope?” For years, I have been dealing with this question in my office. In fact, the U.S. Department of Education’s reading tests for the last thirty years show boys scoring worse than girls in every age group, every year.
A few months ago, a boy who I will call Mordechai came to my office with his mother. Mordechai was struggling with kriyah and English reading and his mother wanted to know if there was something deeper going on.
After a thorough evaluation, I was able to rule many things out. Mordechai did not have dyslexia, attention deficit disorder (ADHD), or sensory processing disorder (SPD). What Mordechai was exhibiting was not a difficulty with reading, but rather a reluctance to read. He simply saw no value in the enterprise and was therefore not interested in learning the skill. Even as a second grader, he had decided what his priorities were: sports and math. Sports was not only physical, but social as well and math factored into his everyday life in a way he felt reading did not.
Now, came the tricky part. How can you get someone to learn something if they have decided that they do not want to? After all, as Robert Lipsyte points out, “boys’ aversion to reading, let alone to novels, has been worsening for years.” First, we should discuss why it is that boys feel that reading has little significance in their lives:
Fiction vs. non-fiction. Many English teachers, who also happen to be female, teach reading through works of fiction. Unfortunately, studies show that boys tend to relate better to non-fiction. Thus, during the formative reading years, children are exposed to reading materials that are better suited to one gender over the other.
Role models. Boys will often see their mothers reading on Shabbos afternoon or in the evenings, but many rarely see their fathers engaged in a book. This is not because their fathers do not read. Rather, frequently, this is because their fathers will be learning in shul or with a chavrusah – experiences that boys do not have until they are beyond the elementary stages of reading.
Biology. On the whole, boys develop fine motor skills (such as hand-eye coordination) slightly later than girls. This can create difficulty with reading and writing at a young age.
Limited selection. Teachers don’t always know what is out there for boys that will engage them on to interact with a text with empathy and sincerity. Schools tend to work with books that are classics because they will encounter less resistance from parents. However, this sometimes means that books that boys might find engaging never make it into the classroom.
Filling The Reading Gap
Why do we care so much about reading? Why is it important to get our boys reading to their greatest potential? The most basic reason is that reading is the most important skill that people have in order to enhance their intelligence. Through reading, people improve their vocabularies and memories, become better writers, and even relieve stress. On a more practical level, literacy levels are correlated with financial success. In sum, we need to ensure that our boys are reading because their lives will be more fulfilling, relaxed and comfortable.
Therefore, how can we help boys learn to read? Below are some time-tested solutions:
Instruction tailored to boys’ learning style. Teachers should create lessons that have clear, structured instruction with short bursts of intense work. When teachers set specific goals and praise students for their success, the boys will be more likely to push themselves in the future. In addition, hands-on learning models that are coupled with a sense of humor are great tools for getting boys involved in reading.
Role models. Young boys need to see male role models who are reading. Remember, any text is reading – including fathers studying Gemara at the dining room table after lunch on Shabbos or reading the newspaper on a weekday morning. The idea is that boys see their fathers reading and understand that this is an activity valued by both male and female role models.
About the Author: An acclaimed educator and education consultant, Mrs. Rifka Schonfeld has served the Jewish community for close to thirty years. She founded and directs the widely acclaimed educational program, SOS, servicing all grade levels in secular as well as Hebrew studies. A kriah and reading specialist, she has given dynamic workshops and has set up reading labs in many schools. In addition, she offers evaluations G.E.D. preparation,, social skills training and shidduch coaching, focusing on building self-esteem and self-awareness. She can be reached at 718-382-5437 or at firstname.lastname@example.org. Visit her on the web at rifkaschonfeldsos.com.
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