Differences in reading fluency of girls and boys in Year 5
Loading...
Authors
Sadiq, Rasheedat
Issue Date
2023
Educational Level
ISCED 1: Primary education
Curriculum Area
Geographical Setting
Nigeria
Abstract
Context: This study took place at ICICE Al Noor Academy in Abuja, Nigeria, focusing on Year 5 students' reading fluency. The class consisted of 11 female and 8 male learners, all English language learners from an upper-middle-class background. The teacher noticed that while boys showed accuracy in reading, they lacked fluency and expressive skills compared to girls, who were more eager to read aloud. The study aimed to explore these differences and improve reading fluency for all students.
Aims: The study aimed to understand the reasons behind the disparity in reading fluency between boys and girls in Year 5. The researcher sought to identify the students' attitudes towards reading, compare the experiences of colleagues, and refine teaching practices to make reading more engaging for both genders. An additional goal was to develop strategies that could enhance boys' confidence and fluency in reading.
Methods: The researcher employed several methods for data collection: a reflective journal, a focus group interview with seven English teachers, and questionnaires for the students. The reflective journal helped document expectations and observations. The focus group provided insights into whether other teachers observed similar patterns. Questionnaires collected students' feelings about reading and their suggestions for improvement. This multi-faceted approach aimed to gather comprehensive data on the reading habits and attitudes of both genders.
Findings: The study found that girls were more comfortable and expressive when reading aloud compared to boys, who often felt nervous or shy. The girls also engaged more frequently with reading materials outside of school. Colleagues' observations confirmed that girls generally showed more confidence in reading. The disparity in reading fluency was linked not to skill differences but to a lack of confidence among the boys. Implementing strategies like modelling fluent reading, introducing guiding questions, and pairing students of different genders helped improve fluency and confidence over a four-week period.
Implications: Teachers may consider incorporating varied reading strategies and pairing activities to enhance engagement and fluency among students. Encouraging mixed-gender collaboration and giving students a voice in their learning can also improve confidence and reduce gender disparities in reading skills. Teachers should monitor group dynamics to ensure equal participation.
Aims: The study aimed to understand the reasons behind the disparity in reading fluency between boys and girls in Year 5. The researcher sought to identify the students' attitudes towards reading, compare the experiences of colleagues, and refine teaching practices to make reading more engaging for both genders. An additional goal was to develop strategies that could enhance boys' confidence and fluency in reading.
Methods: The researcher employed several methods for data collection: a reflective journal, a focus group interview with seven English teachers, and questionnaires for the students. The reflective journal helped document expectations and observations. The focus group provided insights into whether other teachers observed similar patterns. Questionnaires collected students' feelings about reading and their suggestions for improvement. This multi-faceted approach aimed to gather comprehensive data on the reading habits and attitudes of both genders.
Findings: The study found that girls were more comfortable and expressive when reading aloud compared to boys, who often felt nervous or shy. The girls also engaged more frequently with reading materials outside of school. Colleagues' observations confirmed that girls generally showed more confidence in reading. The disparity in reading fluency was linked not to skill differences but to a lack of confidence among the boys. Implementing strategies like modelling fluent reading, introducing guiding questions, and pairing students of different genders helped improve fluency and confidence over a four-week period.
Implications: Teachers may consider incorporating varied reading strategies and pairing activities to enhance engagement and fluency among students. Encouraging mixed-gender collaboration and giving students a voice in their learning can also improve confidence and reduce gender disparities in reading skills. Teachers should monitor group dynamics to ensure equal participation.
Description
Keywords (free text)
reading fluency , gender differences , student confidence , mixed-gender collaboration , primary education , student engagement