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dc.contributor.authorSokal, Laura
dc.contributor.authorKatz, Herb
dc.contributor.authorSych-Yereniuk, Anastasia
dc.contributor.authorChochinov-Harder, Lori
dc.contributor.authorAdkins, Matthew
dc.contributor.authorGrills, Tannis
dc.contributor.authorStewart, Crystal
dc.contributor.authorPriddle, Greg
dc.date.accessioned2011-06-03T19:47:42Z
dc.date.available2011-06-03T19:47:42Z
dc.identifier.urihttp://hdl.handle.net/10680/372
dc.description.abstractEighteen 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.isoenen_US
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectGender and Planningen_US
dc.subjectEducationen_US
dc.subjectChild and Youth Issuesen_US
dc.subjectThe Familyen_US
dc.subjectWinnipeg Social Servicesen_US
dc.titleMale Reading Teachers: Effects on Inner-city Boysen_US
dc.typeArticleen_US


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