ENGLISH LITERATURE READING AS GENDERED ACTIVITY AT EDUCATIONAL PRIMARY LEVEL

http://dx.doi.org/10.31703/gssr.2020(V-III).29      10.31703/gssr.2020(V-III).29      Published : Sep 3
Authored by : Zainab Akram , Sadia Suleman Khan , Maroof Bin Rauf

29 Pages : 276-288

References

  • AL-Harrasi, Sh. (2009). Personal Interview.
  • Artola, T., Sastre, S., Gratacós, G., & Barraca, J. (2013). Differences in boys and girls attitudes toward reading. Retrieved from http://www.easse.org/ docs/ content/ 241/gloria-gratacos.pdf
  • Badugela, M.T (2012). Problems facing educators in implementing the national curriculum statement: the case of tshifhena secondary school, vhembe district, impopo province, South Africa. University of South Africa, an unpublished thesis.
  • Boltz, R. (2007). What we want: Boys and girls talk about reading. School Libarary Media Research, 10.
  • Brozo, W. (2005). Gender and reading literacy. Reading Today, 22 (4), 18
  • Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106, 676-713. doi:10.1037/0033-295X.106.4.676.
  • Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
  • Carrington, B. (2008). Boy's underachievement and the feminization of teaching. Journal of Education for Teaching International Research and Pedagogy, Volume 34, Issue 2, 109-120.
  • Ellis, e. b. G., & Brewster, J. (eds.) (1991). The Storytelling Handbook: A Guide for Primary Teachers of English. London: Penguin English.
  • Erin R. B., Marie S. T., & John T. (2016). What can boys and girls do? Preschoolers' perspectives regarding gender roles across domains of behavior. Soc Psychol Education. 19:23-39.
  • Hall, C. & Coles. (1997). Gendered readings: Helping boys develop as critical readers. Gender & Education, 9 (1), 61-68.
  • Hidden curriculum (2014). In S. Abbott (Ed.). The glossary of education reform
  • Krashen, S. (1982). Principles and practice in second language acquisition. New York, NY: PrenticeHall.
  • Logan, S. & Johnson. (2011). Gender differences in the strength of association between motivation, competency beliefs and reading skills. Educational Research, 53 (1), 85-94.
  • Loukia, N. (2006). Teaching Young Learners Through Stories: The Development of A Handy Parallel Syllabus. The Reading Matrix, 6(1), 25-40.
  • Mart, G. T. (2012). Encouraging Young Learners to Learn English through Stories. English Language Teaching, 5(5). Pp. 101-106.
  • Martin, C., Ruble, D., & Szkrybalo, J. (2002). Cognitive theories of early gender development. Psychological Bulletin, 128. Pp. 903-933.
  • McKenna, E. (1997). Gender Differences in Reading Attitudes. (Master's Thesis). Kean College of New Jersey.
  • McKenna, K., & Ellsworth. S. (1995). Children's Attitudes Towards Reading: A National Survey. Reading Research Quarterly. Pp. 934-955
  • Merisuo-Storm, T. (2012). Young boy's opinions about reading, literacy lessons and their reading competence. Proceedings of the ICERI 2012 Conference, (págs. 4109-4118). Madrid, Spain.
  • Okello, V & Kagoiren, M. A., (1996). Curriculum Studies Module. Kampala: Bezatel Design Studies
  • Pardede, P. (2011). Using Short Stories to Teach Language Skills. Journal of English Teaching, 1(1), 14- 27.
  • Reid, S. (2002). Book bridge for ESL students: Using young adult literature and children literature to teach ESL. Lanham, MD: Scarecrow Press.
  • Sadowski, M. (2010). Putting the
  • Schwartz, W. (2002). Helping underachieving boys read well and often. New York: ERIC Digest.
  • Slattery, M., & Willis, J. (2001). English for Primary Teachers: A Handbook of Activities and Classroom Language. Oxford: Oxford University Press.
  • Smith, M. C. (1990). A Longitudinal Investigation of Reading Attitude Development from Childhood to Adulthood. Journal of Educational Research, 83. 215-219
  • Steiner, E. (1981). A Current Investigation of Sex Differences in Reading Achievement and the Sex Typing of Reading. ED 201 996. 2-25
  • Stevens, S. (2011). Entering bookworld: How to help both Boys and Girls in Class Read Alouds. Teacher as Leader, EDU 600, 1-9.
  • Torto, G. A. (2017). The Implementation of the Basic School English Curriculum: The Case of the Cape Coast Metropolis in Ghana. Journal of Education and Practice 8 (8). pp. 166-175.
  • University of Zimbabwe. (1995). Curriculum implementation, change and innovation. Module EA3AD 303. University of Zimbabwe: Centre for Distance Education.
  • Wajnryb, R. (2003). Stories Narrative activities in the language classroom. UK: Cambridge University Press.
  • Wright, A. (1995). Storytelling with Children. Oxford: Oxford University Press.
  • Žigárdyová, L. (2006). Using Stories in Teaching English to Young Learners. (Unpublished Bachelor Thesis). Masaryk University, Brno.

References

  • AL-Harrasi, Sh. (2009). Personal Interview.
  • Artola, T., Sastre, S., Gratacós, G., & Barraca, J. (2013). Differences in boys and girls attitudes toward reading. Retrieved from http://www.easse.org/ docs/ content/ 241/gloria-gratacos.pdf
  • Badugela, M.T (2012). Problems facing educators in implementing the national curriculum statement: the case of tshifhena secondary school, vhembe district, impopo province, South Africa. University of South Africa, an unpublished thesis.
  • Boltz, R. (2007). What we want: Boys and girls talk about reading. School Libarary Media Research, 10.
  • Brozo, W. (2005). Gender and reading literacy. Reading Today, 22 (4), 18
  • Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106, 676-713. doi:10.1037/0033-295X.106.4.676.
  • Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
  • Carrington, B. (2008). Boy's underachievement and the feminization of teaching. Journal of Education for Teaching International Research and Pedagogy, Volume 34, Issue 2, 109-120.
  • Ellis, e. b. G., & Brewster, J. (eds.) (1991). The Storytelling Handbook: A Guide for Primary Teachers of English. London: Penguin English.
  • Erin R. B., Marie S. T., & John T. (2016). What can boys and girls do? Preschoolers' perspectives regarding gender roles across domains of behavior. Soc Psychol Education. 19:23-39.
  • Hall, C. & Coles. (1997). Gendered readings: Helping boys develop as critical readers. Gender & Education, 9 (1), 61-68.
  • Hidden curriculum (2014). In S. Abbott (Ed.). The glossary of education reform
  • Krashen, S. (1982). Principles and practice in second language acquisition. New York, NY: PrenticeHall.
  • Logan, S. & Johnson. (2011). Gender differences in the strength of association between motivation, competency beliefs and reading skills. Educational Research, 53 (1), 85-94.
  • Loukia, N. (2006). Teaching Young Learners Through Stories: The Development of A Handy Parallel Syllabus. The Reading Matrix, 6(1), 25-40.
  • Mart, G. T. (2012). Encouraging Young Learners to Learn English through Stories. English Language Teaching, 5(5). Pp. 101-106.
  • Martin, C., Ruble, D., & Szkrybalo, J. (2002). Cognitive theories of early gender development. Psychological Bulletin, 128. Pp. 903-933.
  • McKenna, E. (1997). Gender Differences in Reading Attitudes. (Master's Thesis). Kean College of New Jersey.
  • McKenna, K., & Ellsworth. S. (1995). Children's Attitudes Towards Reading: A National Survey. Reading Research Quarterly. Pp. 934-955
  • Merisuo-Storm, T. (2012). Young boy's opinions about reading, literacy lessons and their reading competence. Proceedings of the ICERI 2012 Conference, (págs. 4109-4118). Madrid, Spain.
  • Okello, V & Kagoiren, M. A., (1996). Curriculum Studies Module. Kampala: Bezatel Design Studies
  • Pardede, P. (2011). Using Short Stories to Teach Language Skills. Journal of English Teaching, 1(1), 14- 27.
  • Reid, S. (2002). Book bridge for ESL students: Using young adult literature and children literature to teach ESL. Lanham, MD: Scarecrow Press.
  • Sadowski, M. (2010). Putting the
  • Schwartz, W. (2002). Helping underachieving boys read well and often. New York: ERIC Digest.
  • Slattery, M., & Willis, J. (2001). English for Primary Teachers: A Handbook of Activities and Classroom Language. Oxford: Oxford University Press.
  • Smith, M. C. (1990). A Longitudinal Investigation of Reading Attitude Development from Childhood to Adulthood. Journal of Educational Research, 83. 215-219
  • Steiner, E. (1981). A Current Investigation of Sex Differences in Reading Achievement and the Sex Typing of Reading. ED 201 996. 2-25
  • Stevens, S. (2011). Entering bookworld: How to help both Boys and Girls in Class Read Alouds. Teacher as Leader, EDU 600, 1-9.
  • Torto, G. A. (2017). The Implementation of the Basic School English Curriculum: The Case of the Cape Coast Metropolis in Ghana. Journal of Education and Practice 8 (8). pp. 166-175.
  • University of Zimbabwe. (1995). Curriculum implementation, change and innovation. Module EA3AD 303. University of Zimbabwe: Centre for Distance Education.
  • Wajnryb, R. (2003). Stories Narrative activities in the language classroom. UK: Cambridge University Press.
  • Wright, A. (1995). Storytelling with Children. Oxford: Oxford University Press.
  • Žigárdyová, L. (2006). Using Stories in Teaching English to Young Learners. (Unpublished Bachelor Thesis). Masaryk University, Brno.

Cite this article

APA

    APA : Akram, Z., Khan, S. S., & Rauf, M. B. (2020). English Literature Reading as Gendered Activity at Educational Primary Level. Global Social Sciences Review, V(III), 276-288. https://doi.org/10.31703/gssr.2020(V-III).29

CHICAGO

    CHICAGO : Akram, Zainab, Sadia Suleman Khan, and Maroof Bin Rauf. 2020. "English Literature Reading as Gendered Activity at Educational Primary Level." Global Social Sciences Review, V (III): 276-288 doi: 10.31703/gssr.2020(V-III).29

HARVARD

    HARVARD : AKRAM, Z., KHAN, S. S. & RAUF, M. B. 2020. English Literature Reading as Gendered Activity at Educational Primary Level. Global Social Sciences Review, V, 276-288.

MHRA

    MHRA : Akram, Zainab, Sadia Suleman Khan, and Maroof Bin Rauf. 2020. "English Literature Reading as Gendered Activity at Educational Primary Level." Global Social Sciences Review, V: 276-288

MLA

    MLA : Akram, Zainab, Sadia Suleman Khan, and Maroof Bin Rauf. "English Literature Reading as Gendered Activity at Educational Primary Level." Global Social Sciences Review, V.III (2020): 276-288 Print.

OXFORD

    OXFORD : Akram, Zainab, Khan, Sadia Suleman, and Rauf, Maroof Bin (2020), "English Literature Reading as Gendered Activity at Educational Primary Level", Global Social Sciences Review, V (III), 276-288

TURABIAN

    TURABIAN : Akram, Zainab, Sadia Suleman Khan, and Maroof Bin Rauf. "English Literature Reading as Gendered Activity at Educational Primary Level." Global Social Sciences Review V, no. III (2020): 276-288. https://doi.org/10.31703/gssr.2020(V-III).29