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This article focused on a study done in a second grade private school over a four week period. Two different instructional practices were implemented by the researcher (who was also the teacher), and observations, focus groups with students, assignment evaluations, as well as student surveys were used to collect data. The instructional practices were student-centered instructional model and skills-based instructional model. The student-based instructional model focuses on student interest in reading, small groups and personal reading time, and student driven goals with their reading. I love the idea of student -centered instructional methods in the classroom, especially in an elementary setting when student attitudes towards reading are formed and develop into life long habits. In the article, students expressed feeling better when they were allowed to make choices about the reading that they do. Observations also showed that when students were forced to read aloud the students who were struggling mouthed the words and were too intimidated to participate. Also, the advanced readers were disinterested in the reading that was given by the teacher, as they had moved beyond it. If educators expect to create enthusiastic and self directed readers, then we must allow them to feel empowered by the reading they do in the classroom. I did an article previously on given boys choices in what they read, and this practice seems to ring true in this article as well. Allowing students to read in smaller groups with peers at their reading level allows for students to gain self esteem that is so important when moving forward with their reading education.

Although different opinions grumbled both sides in this article, I think it had a large nugget of truth attached to it.  For the last three years, a pilot program in NYC were taught to read using this Core Knowledge program.  Although a bit more complicated than this explanation, the Core Knowledge Program means that students primarily read non fiction books of their choosing in schools while teachers would conference from desk to desk with the students.  The study said it was most pronounced in kindergarten, where students that were apart of the study scored five times higher than those peers who were not apart of the study.  Note: it did not say what was on this brief reading test given to both parties.

This New York Times article focuses on students reading non-fiction, especially in content areas other than English. The studies show that students gain reading achievements higher than students who did not have this program in place. I think that nonfiction reading has taken a back seat, and students should learn how to read informational text. Newspapers, lab preps, and the like need to be expanded upon and used more in the classroom. Nonfiction reading is another great way to get boys interested in becoming active and engaged readers. Not to pigeon hold boys as total nonfiction readers, but I feel that many boys become tired of just reading fiction book in the English classroom, and content area reading is a great way to strengthen male students reading skills and attitudes.

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Herbert , Thomas P., and Alexander P. Pagnani. "Engaging Gifted Boys in New Literacies ." Gifted Child Today . 33.3 (2010): 36-45. Print. This article discussed the issue of the achievement gap between boys and girls reading abilities and habits. Girls have reading habits that are recognized and rewarded in schools, while boys read more nonfiction, science fiction, and action novels that are not valued as much. The article discusses how boys do not find dialogue, character interaction, and other literary devices as interesting as girls, and prefer to read for the sake of gaining information, and have plots that are action driven rather than character driven. Although the achievement gap between boys and girls with reading comprehension and leisurely reading is well known, the article points out that less attention is given to this achievement gap than the one that occurs in math. Herbert and Pagnani discuss how high quality new literature is out there for boys to read, and can be incorporated in the classroom. This approach can lead to boys having a higher reading, writing, and comprehension level. I found this article helpful for several reasons. First, I think it is imperative that teachers change their thinking about what is considered quality literature. You can hook boys with things that interest them, and then guide them slowly into literature that is considered part of the literary cannon later on when you have built up their confidence level and academic abilities. The reasoning behind boys literature preferences needs to be not only understood but respected by educators in order to teach them effectively. Secondly, my English classes are ten to one girls, and this scares me as I read this article. As many already know, people tend to teach the same way that they learn. If women and girls have the same reading preferences and appreciate the same things about literature, than many boys will be left to the wayside in English classrooms. I hope to learn more