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Overview
Combining practical research with theoretical debate, this original and highly readable book meets a previously unsatisfied demand for quality studies of gender and literacy. Differently Literate offers a research-based investigation into children's literary habits, both at home and in school, identifying a strong correlation between gender roles and attitudes to reading and writing. Addressing the contemporary concern for parents and teachers alike - why boys are falling behind girls in language-based school subjects - the book explores related issues. Having presented a clear and insightful analysis of her leading-edge research, the author discusses her findings in terms of an emerging conceptual framework that makes an important contribution to the understanding of literacy differences. Valuable recommendations are made for the development of cross-curricular literacy policy within schools. This book will be essential reading for all those involved in the teaching of school-aged children, and those with responsibility for influencing the choice of resources for teaching and learning.Synopsis
Parents research into the differences in boys' and girls' experiences of the reading and writing curriculum at home and in school. The book is divided into three sections: an outline of the theoretical debates on gender difference and academic achievement; a description of the research into these issues conducted by the author; and an analysis of the author's findings. In discussing the outcome of her research, Millard highlights further areas for more detailed study and makes recommendations for the development of literacy policies.