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dc.contributor.authorBigelow, Jackelyn
dc.date.accessioned2012-11-02T13:16:24Z
dc.date.accessioned2020-06-22T14:29:30Z
dc.date.available2012-11-02T13:16:24Z
dc.date.available2020-06-22T14:29:30Z
dc.date.issued02/11/2012
dc.identifier.urihttp://hdl.handle.net/20.500.12648/409
dc.description.abstractThis Master’s Thesis, which resulted in a professional development project, focused on using nonfiction text to motivate marginalized male readers. The project was guided by the following questions: What reasons cause boys to become marginalized? What is the role of informational text in the classroom? In what ways could teachers use informational text to motivate marginalized male readers? Research pertaining to struggling male readers shows many boys experience literacy under achievement in schools, which could be contributed to gender identities, societal norms and expectations, or lack of motivation. Informational text may facilitate engagement in reading and assist in narrowing the reading achievement gap for boys. The professional development project resulted in a workshop consisting of one full day with three follow-up sessions over the course of one month.en_US
dc.language.isoen_USen_US
dc.subjectBoys -- Education.en_US
dc.subjectUnderachievers.en_US
dc.subjectSex differences in education.en_US
dc.subjectAcademic achievement.en_US
dc.subjectAchievement motivation in boys.en_US
dc.subjectBoys -- Books and reading.en_US
dc.titleUsing informational text to motivate marginalized male readers.en_US
dc.typeThesisen_US
refterms.dateFOA2020-06-22T14:29:30Z
dc.description.institutionSUNY at Fredonia


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