literature concerning the closure of the gap in achievement between Key Stage 1 (KS1) boys and girls in literacy, with a focus on writing

 literature concerning the closure of the gap in achievement between Key Stage 1 (KS1) boys and girls in literacy, with a focus on writing

This review will address the literature concerning the closure of the gap in achievement between Key Stage 1 (KS1) boys and girls in literacy, with a focus on writing. While the achievement gap itself has been widely addressed, with research attributing it to reasons such as unrelatable and abstract tasks (Martin, 2003), (Estyn, 2008), (Browne, 1993); attitudes and motivation (Maynard, 2002), (Edwards & Jones, 2018); and learning behaviours (Ready, 2005), there has been far less extensive research into the actual closure of the gap between boys’ and girls’ achievement in writing, and the strategies which can be implemented to do so successfully.

Yearly statistics published by the National Pupil Database for England have shown a long history (Ofsted, 2012:8) of a gap between the percentage of girls and boys who are working at the expected standard or above, with girls clearly outperforming boys. In 2017, 14% fewer boys than girls achieved the expected standard in writing (DfE, 2017:7). A noticeably larger gap than in Reading (9%), Maths (2%) and Science (5%).

Boys have been identified as ‘rational learners’ (Hawley & Reichert, 2010), and one project of school-based action research has put into question the overuse of non-relatable story writing as a format for students to express themselves through writing (Maynard 2002:59). It has been suggested by studies that there should be a shift towards other forms of writing which play more to boys’ strengths such as the more narrow and defined structure of poetry (Maynard, 2002:62), (Weaver-Hightower, 2010:343). Addressing the relatability of what boys are writing, numerous studies speak of the importance of not ‘alienating’ them from material that has no clear sense of purpose (Brown, 1993:18) by carefully selecting diverse material that is interesting to boys such as Martin’s 2003 research in enhancing the quality of boys’ education in Australia. Inspectorate of Education and Training in Wales, Estyn (2008:5) made parallel recommendations to educators, recognizing the importance of using the whole curriculum for writing, allowing boys to have choices related to what they know, understand and enjoy. Estyn have seen some success with this strategy (2008:23) but Maynard (2002:67) raises counter concerns about ‘swinging the balance too far – that girls are going to be switched off’. This cautionary counter point highlights a need for further research into the implementation of such strategies.

A reluctance towards writing has also been noted by researchers, particularly when it comes to the practice of putting ideas onto paper (Maynard, 2002:59), as well as boys’ ‘disengagement’ with writing observed by Estyn (2008:23). Estyn (2008:5) additionally reports that some schools have had success in this area by ‘building pupils’ self-belief and motivation through setting and reviewing targets for pupils and provide good guidance on how these can be achieved’. A more recent study of three London primary schools used a wealth of qualitative research methods, including focus group interviews, to gain an insight into boys’ attitudes and perceptions towards writing (Edwards & Jones, 2018). The same limitations of reluctance and disengagement were found as in previous studies, with Edwards and Jones additionally reporting ‘gendered views’ relating to the boys’ perception of their own underlying ability in writing in comparison to girls (2018:7). Despite unearthing such findings, only very few solid recommendations exist to serve as reliable guidelines or as educational policy to remove this barrier. While Edwards and Jones’ study effectively discusses the issues at hand, suggesting general guidelines to teachers about viewing a child as an individual instead of as their gender (2018), it does not give specific detail on how to improve the attitudes and perceptions boys have towards writing. The need for this recommendation, although seemingly routine for teachers, does however find grounding from several sources such as research which found teachers can be less lenient when grading written work when they believed it was written by a male student (Elwood, 2006).

Aside from attitudes, perceptions and unrelatable tasks, another well-researched facet of the gender gap in writing is behaviours which can affect literacy achievement. Ready et al. (2005) conducted a study of 16,883 Kindergartners (equivalent to KS1) and found that not only did boys have more prevalent external behavioural problems, but also that positive learning behaviours such as attentiveness and task persistence were stronger in girls. These learning behaviours are paramount to success in the traditional literacy classroom, especially concerning writing. In a similar and more recent Australia study, it was reported that girls were ‘significantly more likely than boys to demonstrate positive self-regulatory behaviour, and boys were significantly more likely than girls to have higher levels of problem behaviours’ (Walker, Berthelsen & Queensland University, 2017:73). A 2009 study into early adjustment, gender differences and classroom organization concluded that “boys had more difficulty than girls adjusting to first grade” which in turn negatively affected their behaviours and literacy skills. (Ponitz, Rimm-Kaufman & Brock, 2009:155).

Research conducted by Souto-Manning, Dernikos and Yu in the US in 2016 into rethinking normative literacy practices went a step further by reporting on a highly successful project taking place to combat the disadvantages young male immigrants have in language and literature. Whilst the sample size was small, consisting of just one school, the strategies were well defined. The successful afterschool project was challenging two normative literacy behaviours (2016:173), which would be expected to be seen in the traditional writing classroom. Whilst the traditional classroom may expect children to generate ideas alone or in silence, the project did not interrupt peer discussions. Further ‘rule-breaking’ (173) allowed in the project was the way in which the writing process was adhered to. Strong evidence was found for teaching students the correct writing process and its steps from planning to publishing (IES, 2012:13) and today serves as a recommendation by the United States Department of Education as a strategy to improve elementary students’ writing. The project with the immigrant boys recognized that ways other than pencil and paper plans could ‘serve as a draft’ to children’s stories, with one such example of a boy physically acting out playing a game of tag during the process of writing a story about the game. (Souto-Manning, Dernikos & Yu, 2016:173). This need for physical action and movement seen in the immigrant boys project overlaps with the recommended use of drama techniques for improving writing and making literacy more enticing for boys (Lockwood, 2008:61). Likewise, Mantle of the Expert (MoE) teaching approach insists on its effectiveness to enhance writing through role-play drama (Taylor, 2006). Furthermore, vocalizing story draft ideas through drama brings about a connection with teachers and peers, and ideas can be given value through methods such as MoE, all contributing towards the need that boys have for appreciation, observed by West (2009).

Additionally, Estyn (2008:5) has reported on some mixed to positive success with using drama for writing with boys in Wales, however it also reports that in general schools are continuing to use a limited range of strategies to cater for the difference between boys and girls in terms of maturity and capability as learners (2008:22). I believe this begs the question of why schools are not trusting the current research, and if there is enough of it.

The study reporting on the success of the immigrant boys project is of particular interest to my own proposed research, as it focuses on boys whose first language is not English (EAL), as will be the case in the international school setting where my research will take place. The vast majority of research into this area is in English speaking countries and with older students such as the immigrant boys project, whereas the proposed research would be entirely focused on the less-researched EAL community in KS1 of an international school in the United Arab Emirates.

My research will contribute to the body of knowledge surrounding this topic by applying the strategies uncovered in this review, and subsequently gauging the levels of success that they can have on KS1 EAL boys, alongside their female peers. I will aim to identify the most effective strategy for improving writing and closing the gender gap in attainment in order to address the lack of research into solutions in extant literature.