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Using informational text to motivate marginalized male readers.

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dc.contributor.author Bigelow, Jackelyn
dc.date.accessioned 2012-11-02T13:16:24Z
dc.date.available 2012-11-02T13:16:24Z
dc.date.issued 2012-11-02
dc.identifier.uri http://hdl.handle.net/1951/58090
dc.description.abstract This Master’s Thesis, which resulted in a professional development project, focused on using nonfiction text to motivate marginalized male readers. The project was guided by the following questions: What reasons cause boys to become marginalized? What is the role of informational text in the classroom? In what ways could teachers use informational text to motivate marginalized male readers? Research pertaining to struggling male readers shows many boys experience literacy under achievement in schools, which could be contributed to gender identities, societal norms and expectations, or lack of motivation. Informational text may facilitate engagement in reading and assist in narrowing the reading achievement gap for boys. The professional development project resulted in a workshop consisting of one full day with three follow-up sessions over the course of one month. en_US
dc.language.iso en_US en_US
dc.subject Boys -- Education. en_US
dc.subject Underachievers. en_US
dc.subject Sex differences in education. en_US
dc.subject Academic achievement. en_US
dc.subject Achievement motivation in boys. en_US
dc.subject Boys -- Books and reading. en_US
dc.title Using informational text to motivate marginalized male readers. en_US
dc.type Thesis en_US

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