Year 3 boys’ and girls’ enjoyment for reading across economic demographics in Australia. Implications for boys and students from lower SES communities

References

• Alloway, Nola, Pam Gilbert, Peter Freebody, and Sandy Muspratt. 2002. Boys, Literacy and Schooling. Commonwealth of Australia.
   Google Scholar
• Australian Curriculum, Assessment and Reporting Authority [ACARA]. 2019. NAP: Results. Time Series. https://reports.acara.edu.au/Home/TimeSeries.
   Google Scholar
• Ball, Stephen J. 1998. “Big Policies/Small World: An Introduction to International Perspectives in Education Policy.” Comparative Education 34 (2): 19–130. doi:10.1080/03050069828225.
   Web of Science ®Google Scholar
• Barret, Brian D. 2009. “No Child Left Behind and the Assault on Teachers’ Professional Practices and Identities.” Teaching and Teacher Education 25 (8): 1018–1025. doi:10.1016/j.tate.2009.03.021.
   Web of Science ®Google Scholar
• Barton, David, and Mary Hamilton. 2012. Local Literacies: Reading and Writing in One Community. Abington: Routledge.
   Google Scholar
• Brockmeier, Lantry L., Robert B. Green, James L. Pate, Rudo Tsemunhu, and Michael J. Bockenko. 2014. “Teachers’ Beliefs About the Effects of High Stakes Testing.” Journal of Education and Human Development 3 (4): 91–104. doi:10.15640/jehd.v3n4a9.
   Google Scholar
• Chapman, James W., and William E. Tunmer. 1995. “Development of Young Children’s Reading Self-Concepts: An Examination of Emerging Subcomponents and Their Relationship with Reading Achievement.” Journal of Educational Psychology 87 (1): 154–167. doi:10.1037/0022-0663.87.1.154.
   Web of Science ®Google Scholar
• Cheema, Jehanzeb R. 2018. “Adolescents’ Enjoyment of Reading as a Predictor of Reading Achievement: New Evidence from a Cross-Country Survey.” Journal of Research in Reading 41 (S1): 1–14. doi:10.1111/1467=9817.12257.
   Google Scholar
• Clark, Christina. 2012. Boys’ Reading Commission 2012: A Review of Existing Research Conducted to Underpin the Commission. London: National Literacy Trust.
   Google Scholar
• Clark, Christina, and Jonathan Douglas. 2011. Young People’s Reading and Writing: An In-Depth Study Focusing on Enjoyment, Behaviour, Attitudes and Attainment. http://www.literacytrust.org.uk/assets/0000/8266/Attitudes_ towards_Reading_Writing_Final_2011.pdf.
   Google Scholar
• Coles, Martin, and Christine Hall. 2002. Children’s Reading Choices. New York: Routledge.
   Google Scholar
• Comber, Barbara. 2012. “Mandated Literacy Assessment and the Reorganisation of Teachers’ Work: Federal Policy, Local Effects.” Critical Studies in Education 53 (2): 119–136. doi:10.1080/17508487.2012.672331.
   Web of Science ®Google Scholar
• Comber, Barbara, and Phillip Cormack. 2011. “Education Policy Mediation: Principals’ Work with Mandated Literacy Assessment.” English in Australia 46 (2): 77–86. https://search.informit.com.au/documentSummary;dn=122445496342642;res=IELAPA.
   Web of Science ®Google Scholar
• Comber, Barbara, and Helen Nixon. 2009. “Teachers’ Work and Pedagogy in an Era of Accountability.” Discourse: Studies in the Cultural Politics of Education 30 (3): 333–345. doi:10.1080/01596300903037069.
   Web of Science ®Google Scholar
• Cox, Kathleen E., and John T. Guthrie. 2001. “Motivational and Cognitive Contributions to Students’ Amount of Reading.” Contemporary Educational Psychology 26 (1): 116–131. doi:10.1006/ceps.1999.1044.
   PubMed Web of Science ®Google Scholar
• Cremin, Teresa, Marilyn Mottram, Fiona M. Collins, Sacha Powell, and Rose Drury. 2015. Researching Literacy Lives: Building Communities Between Home and School. Abingdon: Routledge.
   Google Scholar
• Cremin, Teresa, Marilyn Mottram, Fiona Collins, Sacha Powell, and Kimberly Safford. 2009. “Teachers as Readers: Building Communities of Readers.” Literacy 43 (1): 11–19. doi:10.1111/j.1741-4369.2009.00515.x.
   Web of Science ®Google Scholar
• Cunningham, Anne E., and Keith E. Stanovich. 1997. “Early Reading Acquisition and its Relation to Reading Experience and Ability 10 Years Later.” Developmental Psychology 33 (6): 934–945. doi:10.1037/0012-1649.33.6.934.
   PubMed Web of Science ®Google Scholar
• Field, Andy. 2015. Discovering Statistics Using SPSS. London: Sage.
   Google Scholar
• Ford, Margot. 2013. “Achievement Gaps in Australia: What NAPLAN Reveals About Education Inequality in Australia.” Race Ethnicity and Education 16 (1): 80–102. doi:10.1080/13613324.2011.645570.
   Web of Science ®Google Scholar
• Goldstein, Harvey, and Gemma Moss. 2014. “Knowledge and Numbers in Education.” Comparative Education 50 (3): 259–265. doi:10.1080/14681366.2014.926138.
   Web of Science ®Google Scholar
• Greig, Christopher, and Janette Hughes. 2009. “A Boy Who Would Rather Write Poetry Than Throw Rocks at Cats is Also Considered to be Wanting in Masculinity: Poetry, Masculinity, and Baiting Boys.” Discourse: Studies in the Cultural Politics of Education 30 (1): 91–105. doi:10.1080/01596300802643124.
   Web of Science ®Google Scholar
• Haberman, Martin. 2010. “The Pedagogy of Poverty Versus Good Teaching.” Phi Delta Kappan 92 (2): 81–87. doi:10.1177/003172171009200223.
   Google Scholar
• Hardy, Ian. 2018. “Governing Teachers’ Work and Learning Through Data: Australian Insights.” Cambridge Journal of Education, 1–17. doi:10.1080/0305764x.2018.1557594.
   Web of Science ®Google Scholar
• Hempel-Jorgensen, Amelia, Teresa Cremin, Diane Harris, and Liz Chamberlain. 2018. “Pedagogy for Reading for Pleasure in Low Socio-Economic Primary Schools: Beyond ‘Pedagogy of Poverty’?” Literacy 52 (2): 86–94. doi:10.1111/lit.12157.
   Web of Science ®Google Scholar
• Jacoby, Jacob, and Michael S. Matell. 1971. “Three-Point Likert Scales are Good Enough.” Journal of Marketing Research 8 (4): 495–500. doi:10.2307/3150242.
   Web of Science ®Google Scholar
• Jerrima, John, and Gemma Moss. 2019. “The Link Between Fiction and Teenagers’ Reading Skills: International Evidence from the OECD PISA Study.” British Educational Research Journal 45 (1): 181–200. doi:10.1002/berj.3498.
   Web of Science ®Google Scholar
• Jerrim John, Luis Alejandro Lopez-Agudo, and Oscar Marcenaro-Gutierrez. 2020. “Does it Matter what Children Read? New Evidence Using Longitudinal Data from Spain.” Oxford Review of Education 46 (5): 515–533.
   Web of Science ®Google Scholar
• Katzir, Tami, Nonie K. Lesaux, and Young-Suk Kim. 2009. “The Role of Reading Self-Concept and Home Literacy Practices in Fourth Grade Reading Comprehension.” Reading and Writing 22 (3): 261–276.
   Web of Science ®Google Scholar
• Kırmızı, Fatma Susar. 2011. “The Relationship Between Reading Comprehension Strategies and Reading Attitudes.” Education 3–13 39 (3): 289–303. doi:10.1080/03004270903514320.
   Google Scholar
• Klenowski, Val, and Claire Wyatt-Smith. 2012. “The Impact of High Stakes Testing: The Australian Story.” Assessment in Education: Principles, Policy & Practice 19 (1): 65–79. doi:10.1080/0969594X.2011.592972.
   Google Scholar
• Krashen, Stephen, Syying Lee, and Jeff McQuillan. 2012. “Is the Library Important? Multivariate Studies at the National and International Level.” Journal of Language and Literacy Education 8 (1): 26–38. http://jolle.coe.uga.edu/wp-content/uploads/2012/06/Is-the-Library-Important.pdf.
   Google Scholar
• Lingard, Bob, Sue Creagh, and Greg Vass. 2012. “Education Policy as Numbers: Data Categories and Two Australian Cases of Misrecognition.” Journal of Education Policy 27 (3): 315–333. doi:10.1080/02680939.2011.605476.
   Web of Science ®Google Scholar
• Logan, Sarah, and Rhona Johnston. 2009. “Gender Differences in Reading Ability and Attitudes: Examining Where These Differences Lie.” Journal of Research in Reading 32 (2): 199–214. doi:10.1111/j.1467-9817.2008.01389.x.
   Web of Science ®Google Scholar
• Lupo, Sarah, Bong Gee Jang, and Michael C. McKenna. 2017. “The Relationship Between Reading Achievement and Attitudes Toward Print and Digital Texts in Adolescent Readers.” Literacy Research: Theory, Method, and Practice 66 (1): 264–278. doi:10.1177/238133691771925.
   Google Scholar
• Lupton, Ruth. 2006. Schools in Disadvantaged Areas: Low Attainment and Contextualised Policy Response. In Education, Globalization and Social Change, ed. H. Lauder, P. Brown, J.A. Dillabough, and A. H. Halsey, 654–672. Oxford: Oxford University Press.
   Google Scholar
• Macqueen, Susy, Ute Knoch, Gillian Wigglesworth, Rachel Nordlinger, Ruth Singer, Tim McNamara, and Rhianna Brickle. 2019. “The Impact of National Standardized Literacy and Numeracy Testing on Children and Teaching Staff in Remote Australian Indigenous Communities.” Language Testing 36 (2): 265–287. doi:10.1177/0265532218775758.
   Web of Science ®Google Scholar
• Mar, Raymond A., and Marina Rain. 2015. “Narrative Fiction and Expository Nonfiction Differentially Predict Verbal Ability.” Scientific Studies of Reading 19 (6): 419–433. doi:10.1080/10888438.2015.1069296.
   Web of Science ®Google Scholar
• Martino, Wayne, and Michael Kehler. 2007. Gender-Based Literacy Reform: A Question of Challenging or Recuperating Gender Binaries.” Canadian Journal of Education/Revue Canadienne de L'éducation 30 (2): 406–431.
   Google Scholar
• McKenna, Michael C., Kristin Conradi, Camille Lawrence, Bong Gee Jang, and J. Patrick Meyer. 2012. “Reading Attitudes of Middle School Students: Results of a U.S. Survey.” Reading Research Quarterly 47 (3): 283–306. doi:10.1002/RRQ.021.
   Web of Science ®Google Scholar
• McKenna, Michael C., Dennis J. Kear, and Randolph A. Ellsworth. 1995. “Children’s Attitudes Toward Reading: A National Survey.” Reading Research Quarterly 30 (4): 934–956. doi:10.2307/748205.
   Web of Science ®Google Scholar
• Merga, Margaret. 2017. Do Males Really Prefer Non-Fiction, and Why Does it Matter?” English in Australia 52 (1): 27.
   Web of Science ®Google Scholar
• Millard, Elaine. 1997. “Differently Literate: Gender Identity and the Construction of the Developing Reader.” Gender and Education 9 (1): 31–48. doi:10.1080/09540259721439.
   Google Scholar
• Miyamoto, Ai, Maximilian Pfost, and Cordula Artelt. 2018. “Reciprocal Relations Between Intrinsic Reading Motivation and Reading Competence: A Comparison Between Native and Immigrant Students in Germany.” Journal of Research in Reading 41 (1): 176–196.
   Web of Science ®Google Scholar
• Moss, Gemma. 2017. “Assessment, Accountability and the Literacy Curriculum: Reimagining the Future in the Light of the Past.” Literacy 51 (2): 56–64.
   Web of Science ®Google Scholar
• Moss, Gemma. 2018. “Reframing the Discourse: Ethnography, Bernstein and the Distribution of Reading Attainment by Gender.” European Educational Research Journal 17 (4): 528–538.
   Web of Science ®Google Scholar
• Mullis, Ina V. S., Michael O. Martin, Pierre Foy, and Kathleen T. Drucker. 2012. PIRLS 2011 International Results in Reading. Amsterdam: International Association for the Evaluation of Educational Achievement.
   Google Scholar
• National Literacy Trust. 2012. Boys Reading Commission 2012. A report of the National Literacy Trust, England.
   Google Scholar
• Organisation for Economic Co-operation and Development [OECD]. 2002. Reading for Change: Performance and Engagement Across Countries. Results of PISA 2000. Paris: OECD Publishing.
   Google Scholar
• Organisation for Economic Co-operation and Development [OECD]. 2011a. PISA in Focus: Do Students Today Read for Pleasure? Paris: OECD Publishing.
   Google Scholar
• Organisation for Economic Co-operation and Development [OECD]. 2011b. Reading for Enjoyment, by Gender and Background. PISA 2009 at a Glance. Paris: OECD Publishing. doi:10.1787/9789264095250-33-en.
   Google Scholar
• Organisation for Economic Co-operation and Development [OECD]. 2015. The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence. Paris: OECD Publishing.
   Google Scholar
• Office for Standards in Education, Children’s Services and Skills (Ofsted). 2012. Moving English Forward: Action to Raise Standards in English. www.ofsted.gov.uk/resources/110118.
   Google Scholar
• Petscher, Yaacov. 2010. “A Meta-Analysis of the Relationship Between Student Attitudes Towards Reading and Achievement in Reading.” Journal of Research in Reading 33 (4): 335–355. doi:10.1111/j.1467-9817.2009.01418.x.
   Web of Science ®Google Scholar
• Polesel, John, Suzanne Rice, and Nicky Dulfer. 2014. “The Impact of High-Stakes Testing on Curriculum and Pedagogy: A Teacher Perspective from Australia.” Journal of Education Policy 29 (5): 640–657. doi:10.1080/02680939.2013.865082.
   Web of Science ®Google Scholar
• Rizvi, Fazal, and Bob Lingard. 2010. Globalizing Education Policy. Abingdon: Routledge.
   Google Scholar
• Ryan, Richard M., and Netta Weinstein. 2009. “Undermining Quality Teaching and Learning: A Self Determination Theory Perspective on High-Stakes Testing.” Theory and Research in Education 7 (2): 224–233. doi:10.1177/1477878509104327.
   Google Scholar
• Safford, Kimberly. 2014. “A Reading for Pleasure Pedagogy.” In Building Communities of Engaged Readers: Reading for Pleasure, edited by Teresa Cremin, Marilyn Mottram, Fiona M. Collins, Sacha Powell, and Kimberley Safford, 89–107. London: Routledge.
   Google Scholar
• Sainsbury, Marian, and Ian Schagen. 2004. “Attitudes to Reading at Ages Nine and Eleven.” Journal of Research in Reading 27 (4): 373–386. doi:10.1111/j.1467-9817.2004.00240.x.
   Web of Science ®Google Scholar
• Schaffner, Ellen, Maik Philipp, and Ulrich Schiefele. 2016. “Reciprocal Effects Between Intrinsic Reading Motivation and Reading Competence? A Cross-Lagged Panel Model for Academic Track and Non Academic Track Students.” Journal of Research in Reading 39 (1): 19–36. doi:10.1111/1467-9817.12027.
   Web of Science ®Google Scholar
• Schiefele, Ulrich, Ellen Schaffner, Jens Möller, and Allan Wigfield. 2012. “Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence.” Reading Research Quarterly 47 (4): 427–463. doi:10.1002/RRQ.030.
   Web of Science ®Google Scholar
• Scholes, Laura, Jo Lampert, Bruce Burnett, Barbara M. Comber, Lutz Hoff, and Angela Ferguson. 2017. “The Politics of Quality Teacher Discourses: Implications for Pre-Service Teachers in High Poverty Schools.” Australian Journal of Teacher Education 42 (4): 19–43. doi:10.14221/ajte.2017v42n4.3.
   Web of Science ®Google Scholar
• Scholes, Laura, Nerida Spina, and Barbara Comber. 2021. “Disrupting the ‘Boys Don’t Read’ Discourse: Primary School Boys Who Love Reading Fiction.” British Educational Research Journal 47 (1): 163–180. doi:10.1002/berj.3685.
   Web of Science ®Google Scholar
• Scholes, Laura. 2019a. “Working-Class Boys’ Relationships with Reading: Contextual Systems That Support Working-Class Boys’ Engagement with, and Enjoyment of, Reading.” Gender and Education 31 (3): 344–361. doi:10.1080/09540253.2018.
   Web of Science ®Google Scholar
• Scholes, Laura. 2019b. “Differences in Attitudes Towards Reading and Other School-Related Activities Among Boys and Girls.” Journal of Research in Reading 42 (3-4): 485–503. doi:10.1111/1467-9817.12279.
   Web of Science ®Google Scholar
• Scholes, Laura. 2020. “Recognition of Boys as Readers Through a Social Justice Lens.” British Journal of Sociology of Education 41 (7): 975–991. doi:10.1080/01425692.2020.1802227.
   Web of Science ®Google Scholar
• Street, Brian V. 1995. Literacy in Theory and Practice. Cambridge, MA: Harvard University Press.
   Google Scholar
• Sullivan, Alice, and Matt Brown. 2015. “Reading for Pleasure and Progress in Vocabulary and Mathematics.” British Educational Research Journal 41 (6): 971–991. doi:10.1002/berj.3180.
   Web of Science ®Google Scholar
• Thomson, Sue, Lisa De Bortoli, and Catherine Underwood. 2017. PISA 2015: Reporting Australia’s Results. Camberwell: Australian Council for Educational Research Ltd.
   Google Scholar
• Watson, Anne. 2011. “Not Just a ‘Boy Problem’: An Exploration of the Complexities Surrounding Literacy Under-Achievement.” Discourse: Studies in the Cultural Politics of Education 32 (5): 779–795. doi:10.1080/01596306.2011.
   Web of Science ®Google Scholar