Globally, there is growing concern about gender gaps in literacy achievement. We discuss three probable causes of the widespread and persistent underachievement of boys relative to girls: gender differences in the trajectory of early language acquisition; the role of executive functions in literacy learning; and social-environmental impacts on boys’ motivation to read.
Learning Objectives
- Become alert to the risk of under- and over-identification of language and literacy concerns in girls versus boys.
- Develop an awareness of strategies for co-regulating boys’ emotions and behaviour during learning activities.
- Understand how to be sensitive to common behaviour management schemes that are potentially demotivating.
Groupes d’âge concernés
Âge scolaire (5-17 ans)
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