Browsing by Author "Savinainen, Anna"

Public debate in recent years on Finnish boys’ lower levels of reading ability and enthusiasm has flourished with the latest PISA test results backing up the hypothesis on a growing gender difference in reading performance. Test results have raised questions on why girls perform better on tests measuring reading ability compared to boys of equivalent age. The purpose of this literary review is to investigate the gender gap in reading performance, ability, and enthusiasm. A secondary objective of this review is to think of different solutions to improve boys’ reading ability and enthusiasm. This bachelor’s study was conducted as a literary review. The review is based on the following keywords: reading, reading ability, and boys. Literary material was gathered from Helsinki University library’s databases and latest articles, news, and studies. International PISA test scores were used as a basis for boys’ reading ability at the current moment. Studies proved that reading ability has an important role in determining success at school, further education, and in working life. A lower level of reading ability has been proven to increase the risk of isolation. Studies have also proved that boys’ worsening reading ability is a well documented problem to which working solutions have been proposed. As such, the problem is wide ranging and to which there is no one single solution. Differences in girls’ and boys’ reading ability are significant, and according to studies girls spend more time reading during their free time. As such, girls get more practice at reading compared to boys. One solution to tackle this problem is creating reading material specifically tailored for boys. A stereotypical mindset of a boy who enjoys reading as being seen as less masculine compared to his colleagues at school has to be tackled. Teachers at school have an important part to play in diminishing these stereotypes. The literary review brought to attention the fact that reading ability can be improved only by reading. Role models at home influence reading ability. In homes where reading is part of the routine, children read more during their free time and thus get more practice at reading.