Gifted Male Readers: Current Understandings and Suggestions for Future Research

Pagnani, Alexander R.

doi:10.1080/02783193.2013.740600

Cited by 4 publications

(3 citation statements)

References 34 publications

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“…A large majority of published research studies with talented readers focus mostly on differentiated reading curriculum and/or instructional strategies (Reis & Boeve, 2009; Reis et al, 2004), efficacy of programs designed for advanced primary readers (Brighton, Moon, & Huang, 2015), how to foster critical thinking skills for intermediate gifted readers (Kenney, 2013), and identification and assessment of precocious reading abilities (Margrain, 2006; Olson, Evans, & Keckler, 2006). There are also studies that look into the reading attitudes of academically talented students (Worrell, Roth, & Gabelko, 2007); their reading interests and goals (Fox, Dinsmore, & Alexander, 2010), especially among talented middle school boys (Cavazos-Kottke, 2006) and gifted male readers (Pagnani, 2013); and the passion for fiction among verbally gifted preadolescent girls (Stutler, 2011). Yet there is a dearth in literature about the recreational reading habits of gifted students coming from outside of the United States, United Kingdom, Europe, and Australia, and the factors that influence them to read for pleasure and to identify themselves as readers.…”

mentioning

confidence: 99%

Why and What They Read When They Don’t Have to: Factors Influencing the Recreational Reading Habits of Gifted Students in Singapore

Garces-Bacsal

Yeo

2017

Journal for the Education of the Gifted

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This study examined the recreational reading habits of 10-to 12-year-old students enrolled in one of the nine Gifted Education Program (GEP) schools in Singapore. A total of 125 students were surveyed regarding the time they spent on recreational reading, and the top and bottom 10% were labeled Highly Avid Readers (HAR) and Less Avid Readers (LAR), respectively. The 24 readers from the HAR and LAR groups subsequently participated in Focus Group Discussions (FGDs), which revealed that the two groups differ considerably in terms of their ideations about reading, perception of themselves as readers, and the time they devote to reading, as well as parental influences in reading. Results, which are interpreted using Bronfenbrenner's Ecological Theory framework, indicate more can be done in both home and school settings to encourage recreational reading. Insights and recommendations are offered in light of this. Keywords recreational reading habits, gifted students in Singapore, gifted readers The observed decline in students' reading for pleasure beyond the elementary school years is a growing cause for concern (Sainsbury & Schagen, 2004; Unrau & Schlackman, 2006). Research studies have consistently demonstrated a high correlation between children's reading patterns in later life and the reading habits they form between fourth

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confidence: 99%

Why and What They Read When They Don’t Have to: Factors Influencing the Recreational Reading Habits of Gifted Students in Singapore

Garces-Bacsal

Yeo

2017

Journal for the Education of the Gifted

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“…Among identified gifted students, gender gaps in performance may begin as early as Grade 3, with male gifted students outperforming their female counterparts in math (Olszewski-Kubilius & Turner, 2002) and in language arts (Pagnani, 2013). One potential cause for such gender gaps in achievement stems from conflicts between traditional notions of femininity and academic achievement (Freeman, 2003).…”

Section: Gendermentioning

confidence: 99%

Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools

El-Abd

Callahan

Azano

2019

Journal of Advanced Academics

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The present study investigated predictive factors of literacy achievement in third-grade students identified as gifted in rural schools. The sample consisted of 180 identified students in a total of eight districts, three of which were randomly assigned to the treatment condition and five of which were randomly assigned to the control condition. Students in the treatment condition received instruction with a place-based folklore unit of the Challenge Leading to Engagement, Achievement, and Results (CLEAR) curriculum, a language arts based curriculum designed to challenge gifted learners, in addition to an intervention promoting an incremental mind-set. Results of the present study indicated that prior achievement, mind-set, and gender were all statistically and practically significant predictors of literacy achievement for students identified as gifted in rural areas. A stronger incremental mind-set was associated with lower literacy achievement scores. Practical implications and recommendations, as well as limitations and directions for further research, were discussed.

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“…Males are also a demographic that is currently struggling with literacy. For at least a decade, the National Assessment of Educational Progress has shown that males at every grade level trail females by 1.5 years in reading (Pagnani, 2013). Public school teachers also have observed that, in general, males lag behind females in their literacy development (Herbert & Stipek, 2005;Ready, LoGerfo, Burkham, & Lee, 2005).…”

Section: Males Reading and College Completionmentioning

confidence: 99%

Reading Strategies and Academic Success: The Case of First-Semester College Males

Poole

2016

Journal of College Student Retention: Research, Theory & Pr

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Research has shown that males often struggle with the demands of college, one of which involves comprehending academic texts. Many males, however, do understand course readings and are successful students. Unfortunately, little is known about how successful and struggling college males differ in their use of reading strategies, the effective use of which is vital for academic text comprehension. The following study aimed to fill this gap by analyzing first-semester college males’ strategy use and investigating whether it was related to academic success. The results were similar to other studies of college students’ strategy use and suggest that many males are unwilling or unable to use certain strategies. In addition, a small number of significant correlations between strategy use and academic success were found. Explanations for such results and pedagogical interventions to help first-semester college males better use reading strategies are considered.

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Gifted Male Readers: Current Understandings and Suggestions for Future Research

Cited by 4 publications

References 34 publications

Why and What They Read When They Don’t Have to: Factors Influencing the Recreational Reading Habits of Gifted Students in Singapore

Why and What They Read When They Don’t Have to: Factors Influencing the Recreational Reading Habits of Gifted Students in Singapore

Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools

Reading Strategies and Academic Success: The Case of First-Semester College Males

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