Reading Motivation: Exploring the Elementary Gender Gap

In an attempt to more clearly understand the erosion of motivation in some readers, a number of researchers (Mohr, 2006 Mohr, K. 2006. Children's choices for recreational reading: A three-part investigation of selection, preferences, rationales, and processes. Journal of Literacy Research, 38(1): 181–104. [Google Scholar]; Smith & Wilhelm, 2002 Smith, M. and Wilhelm, J. 2002. Reading don't fix no Chevy's: Literacy in the lives of young men, Portsmouth, NH: Heinemann. [Google Scholar]) and organizations (The Education Alliance, 2007 Education Alliance. (2007). Gender differences in reading achievement: Policy implications and best practices http://www.educationalliance.org/Downloads/Research/GenderDifferences.pdf (Accessed: 25 July 2007). [Google Scholar]) have called for the investigation of gender differences in all readers, including young children. Consequently, this study focused on younger, average achieving readers. Specifically, 288 third-grade average readers were studied. Two constructs consistent with expectancy-value theory (Eccles, 1983 Eccles, J. 1983. “Expectancies, values, and academic behaviors”. In Achievement and achievement motives, Edited by: Spence, J. T. 75–146. San Francisco, CA: Freeman. [Google Scholar]), self-concept as a reader and value of reading, were examined. The results suggest that third-grade boys and girls who are average readers are equally self-confident about their reading ability; however, boys value reading less than girls. This finding sheds new light on the complexities of motivation and gender differences.