Male Reading Teachers: Effects on Inner-city Boys

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Male Reading Teachers: Effects on Inner-city Boys

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dc.contributor.author Sokal, Laura
dc.contributor.author Katz, Herb
dc.contributor.author Sych-Yereniuk, Anastasia
dc.contributor.author Chochinov-Harder, Lori
dc.contributor.author Adkins, Matthew
dc.contributor.author Grills, Tannis
dc.contributor.author Stewart, Crystal
dc.contributor.author Priddle, Greg
dc.date.accessioned 2011-06-03T19:47:42Z
dc.date.available 2011-06-03T19:47:42Z
dc.identifier.uri http://hdl.handle.net/10680/372
dc.description.abstract Eighteen inner-city first and second grade boys participated in a pilot study on the effect of sex of reading teacher on boys’ attitudes toward and performance in reading. Each boy participated with either a male or a female research assistant in a 22-week Paired Reading intervention using texts shown to be of high interest to boys. Findings suggest that these contexts yield significant increases in boys’ reading performance, sense of physiological well-being while reading, and their sense of reading progress regardless of the sex of their reading teacher. en_US
dc.language.iso en en_US
dc.subject Gender and Planning en_US
dc.subject Education en_US
dc.subject Child and Youth Issues en_US
dc.subject The Family en_US
dc.subject Winnipeg Social Services en_US
dc.title Male Reading Teachers: Effects on Inner-city Boys en_US
dc.type Article en_US

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