Exploring the impact of using storysacks to engage year 2 boys in reading
Cardiff Metropolitan University
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This research was carried out in order to try to ascertain an effective way of closing the gender gap in reading achievement identified by Primary School A (2014a, p.4). The research explored the impact of using Storysacks to engage Year 2 boys in reading. Its foci were the practitioners’ perceptions of engaging Year 2 boys in reading activities, and the impact of participating in the Storysack activities on both the boys’ attitudes towards reading and their reading achievement. The research took a mixed methods approach. Perceptions and attitudes were investigated using an action research methodology. Research methods employed here included semi-structured questionnaires and focus group discussions. Impact on achievement was measured utilising an experimental methodology. This entailed identifying an intervention group and a control group, and comparing the progress in reading development of the two groups over the duration of the intervention. Findings suggest that several positive impacts resulted from using the Storysack approach. An increase in the boys’ enjoyment of reading was noted, along with a significant growth in their motivation to engage in reading activities. A positive change in the boys’ view of reading as an accessible activity was also indicated. One notable finding was that although the Storysack intervention appeared to result in the higher and lower ability boys in the intervention group making more progress in reading achievement than their control group counterparts, this impact was not in evidence for the middle ability boys. It is recommended from the research that the setting expands the availability of boy-friendly reading material, and that practitioners take into account boys’ preferred learning styles and incorporate more boy-orientated activities when planning opportunities for reading. It is proposed that this may extend the positive impacts found here to the whole Year 2 male cohort, with a view to accelerating their progress in reading.
MA Education - Dissertation
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