Gender differences and early literacy : a bibliographic research

Abstract

This dissertation reviews the literature of the last forty or so years of gender differences in early literacy. It discusses the effects of environmental factors, teachers’ interaction with pupils, pedagogy and cultural causes in gender similarity and differences. It also explores the extent that the content of children’s reading material promotes different gender identities and experiences of early literacy. It was found that providing interesting books for both genders is the key point in trying to achieve a non-biased class environment and resources. This dissertation shows that if ignored, gender stereotypes, early literacy curricula and teachers’ pedagogies may put boys at a disadvantage in literacy attainment skills.