Current Research and Classroom Practice: Toward More Inclusive Approaches to Literacy Development in Schools

Susan Elliott-Johns, David Booth


This paper offers an exploration of current research and related practice in boys’ literacy development, interprets key findings in the literature, and further explores some of the complex dilemmas and debates related to the ‘gender gap’ – i.e., differences between the achievement of boys and girls in this area. In conclusion, the authors suggest that governments, policy-makers, administrators, teachers and parents all need to closely examine and consider available research-based strategies and classroom interventions that can effectively support both boys and girls in their literacy development.


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Dolana Mogadime
Editor, Brock Education
Faculty of Education, Brock University
Contact Editor ISSN 23717750

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