Download To be a boy, to be a reader : engaging teen and preteen boys by William G. Brozo PDF

By William G. Brozo

Boys and studying : the demanding situations and percentages --
Literature and confident male archetypes --
Teaching optimistic male archetypes with literature --
Creating winning literacy reviews for boys --
Achieving a language curriculum for boys : the genuine males unit --
Alternative texts and practices to have interaction male readers --
Community companions in boys' literacy progress --
Turning adolescent boys into engaged readers : ultimate classes --
Appendix : literature with confident male archetypes.

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Extra resources for To be a boy, to be a reader : engaging teen and preteen boys in active literacy

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S. surveys of the reading habits of adults (National Endowment for the Arts, 2007), as well as of adolescents (Mokhtari, Reichard, & Gardner, 2009; Nippold, Duthie, & Larsen, 2005), reveal an overall decline in the past 20 years of the reading of books and other nonassigned material. S. , 2009; Skaliotis, 2002). Although there has been a disturbing increase in the number of both females and males reading few if any books, far more females read at least one to five nonassigned books per year. Males are also reading fewer magazines and newspapers on a daily basis than females.

So take my advice And you’ll feel quite proud Please don’t make them read aloud. If you do They’ll quit reading like a flash And your reading scheme Will fall down with a crash. So if you take my tips And do everything right Your son could be reading By tonight! (Sanderson, 1995, p. 153) Robert’s lighthearted, although incisive, poem makes two critical points. First, when it comes to motivating adolescent boys to read, story content and genre are extremely important elements. Second, the very ways in which teachers offer literacy to students either draws them into reading or instills indifference.

In a public unmasking before his wife, the man with the twisted lip is forced to remove his disguise. The reader sees the line between man and Wildman disappear. This dualism is also evident in Stevenson’s (1994) Dr. Jekyll and Mr. Hyde and other stories from the late 19th century. Teachers and parents should be cautious, though, when choosing books that present the Wildman archetype. The authors of the narratives from the late 1800s were influenced by the burgeoning fields of psychology and psychoanalysis and the work of Freud and Jung, and their tales invariably reveal the dark side of the Wildman archetype—the destructive, wanton nature of wildness.

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