Differences in boys and girls attitudes toward reading: a comparison between single sex and coeducational schools.

Abstract

This study aims to replicate a previous investigation conducted in Finland that explored differences in attitudes toward reading and studyof boys and girls from 1st and 2nd grade primary schools. In our study we also explore if these differences in attitudes and interests towards reading increase or decrease in single-sex education schools, in comparison with coeducation schools, since we believe that the first allow a better adaptation of the methodology and materials to the psychological characteristics and interests of children. The investigation was conducted with a sample of 1137second grade primary students, 533 boys and 570 girls studying in 15 different schools of Madrid: 9 were single sex schools (4 boy´s schools and 5 girl´s schools), 5 coeducation schools, and 1 school with children of both sexes but in differentiated classrooms. An adaptation of the Finnish questionnaire was used to evaluate children’s attitudes towards reading. From the data collected in this investigation we can draw some important implications for reading policy and practice and some information that can help us motivate both boys and girls taking into account the multiple differences observed in interests and attitudes towards reading.