| Abstract: | This article uses research data to suggest a new basis for understanding gender differences in girls’ and boys’ achievements in reading. It argues that how well children can read is always a prime issue in school settings. But boys and girls react differently to the judgements made about their proficiency as readers, judgements which are often rendered highly visible in the classroom. This in turn has far more impact on their respective progress in reading than the inclusion of their preferred reading materials on the school reading curriculum; or the presence or absence of gender‐specific role models provided by adult readers. The article argues that raising levels of attainment across the board depends on building an active reading culture in the classroom which can encompass the broadest range of resources and opportunities for their use. The structure of the literacy hour and the emphasis on work encompassing word, sentence and text levels for all pupils provides new opportunities to put this into place. |
