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Male Reading Teachers: Effects on Inner-city Boys

Show simple item record Sokal, Laura Katz, Herb Sych-Yereniuk, Anastasia Chochinov-Harder, Lori Adkins, Matthew Grills, Tannis Stewart, Crystal Priddle, Greg 2011-06-03T19:47:42Z 2011-06-03T19:47:42Z
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.rights info:eu-repo/semantics/openAccess
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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