












































Georgia Journal of Literacy 
2024, Vol. 46(2), pp. 72–76 
https://doi.org/10.56887/galiteracy.164 
ISSN: 2833-7611 

Teaching Tips  

 
 

 

CONTACT Dr. Lunetta M. Williams, Professor, Department of Teaching, Learning, and Curriculum, University of North 
Florida, Jacksonville, FL; email lmwillia@unf.edu.  
 

Text Considerations to Motivate Boys to Want to 
Read 
 
Lunetta M. Williams 
University of North Florida, Jacksonville, FL 

 
ABSTRACT 

Increasing motivation to read among elementary boys is an important consideration 
in closing the gender achievement gap in reading as students who are motivated to 
read typically increase their reading volume which can positively impact reading 
achievement. This article discusses the following text considerations that can impact 
boys’ motivation to read: (a) topic; (b) genre; (c) series, and (d) text layout. It is critical 
that books with these text considerations are accessible in classroom libraries, as 
male students in previous studies have not found texts of interest at school. The 
article provides a checklist for teachers to self-evaluate the types of texts that are 
needed in classroom libraries that can appeal to male students. 

KEYWORDS 

boys reading; 
reading 
achievement gap; 
motivation; 
interests; texts 

 
he most recent National Assessment of Educational Progress (NAEP, 2022) reading 
achievement levels reveal that girls outperform boys. While this occurred at all grade levels 
that were assessed: fourth, eighth, and twelfth, this article focuses on the elementary grades. 

Sixty-six percent of fourth-grade girls performed at or above the NAEP Basic Level, while 60 
percent of boys performed at this level (National Center for Education Statistics, 2022). Further, 
in one study, a higher percentage of female students engaged in leisure reading and stated spending 
money on buying books for pleasure than male students (Griva et al., 2012). Mitigating the gender 
reading achievement gap is an important topic for educators to address. 
 Motivation is a critical consideration in closing the gender reading achievement gap as 
students who are motivated to read tend to increase their reading volume (Stutz et al., 2016), and 
Allington and McGill-Franzen (2021) cite numerous studies that demonstrate that reading volume 
positively affects reading achievement. Further, in one study, students not originally identified as 
remedial readers and who did not engage in reading during their free time eventually lost academic 
ground (Anderson et al., 1988). In a study conducted by Marinak and Gambrell (2010), findings 
revealed that third-grade boys who were average readers were less motivated to read than third-
grade girls, and they indicated that many boys valued reading less than girls who were also average 
readers. 
 While there are numerous strategies to contemplate when motivating boys to read, this 
article focuses on text considerations that include the following: (a) topic; (b) genre; (c) series, and 
(d) text layout. As some studies found that texts that boys want to read are not readily available in 
classrooms (Husband, 2012; Scholes et al., 2021), the information in this article can help educators 
become more informed about the types of books to provide to help mitigate the gender 
achievement gap in reading. A checklist is provided so that teachers can self-evaluate their libraries 
in order to ensure variation in texts to increase boys’ motivation. 
 

T 

mailto:lmwillia@unf.edu


Williams 73 
 

   
 

Topic 
It is helpful to know what research reveals regarding topics of interest to boys so that this 
information can provide guidance in making these texts easily accessible. Books with animals such 
as sharks and reptiles were of interest to many elementary aged boys in some studies (Cervetti et 
al., 2009; Correia, 2011; Scott & Williams, 2016; Sturm, 2003). Sports, specifically football and 
basketball, were preferences of many male participants (Griva et al., 2012; Scott & Williams, 
2016; Sturm, 2003; Williams, 2008), and cars were also of interest in one study’s findings (Boltz, 
2007). Further, some studies revealed that boys were interested in reading books about favorite 
movies (Scholes et al, 2021) and other popular culture topics such as superheroes and singers 
(Williams, 2008). 
 
Genre 
Fiction or nonfiction, what do boys prefer?  In some studies, fiction was more popular among boys 
(Williams, 2008, 2016) while in other studies, nonfiction was of more interest (Husband, 2012; 
Repaskey et al, 2017; Senn, 2012). Perhaps educators should ask students what types of books 
they like to read within the fiction genre as well as within the nonfiction genre, comparable to 
Bonto and colleagues (2016), as opposed to asking which genre they prefer to read most. It is 
critical that both genres are represented in libraries, particularly as most teachers expose students 
to more fiction texts in the classroom (Senn, 2012). Some studies mentioned specific types of 
fiction that boys preferred, including fantasy (Bonto et al., 2016; Dillon et al., 2017), comics 
(Bonto et al, 2016; Dillon et al., 2017; Griva et al., 2012; Senn, 2012), realistic fiction (Bonto et 
al., 2016), and humor (Bonto et al., 2016). Others noted that how-to manuals and newspapers 
(Husband, 2012), reference books such as almanacs and history books (Bonto et al, 2016), and 
sports magazines (Bonto et al, 2016; Griva et al., 2012) were forms of nonfiction that boys enjoyed. 
 
Series 
Numerous studies indicated boys’ desire to read books in a series (Bonto et al., 2016; Dillon et al., 
2017; Farris et al., 2009; Scholes et al., 2021; Senn, 2012; Thomas, 2018; Williams, 2008). Farris 
and colleagues (2009) noted, “By reading a series book, he’d cut down on his ‘getting to know the 
book’s setup’ because he’d already been introduced to the setting, plot structure, and usual 
characters in previous books in the series” (p. 180). Similarly, Senn (2012) stated that series books 
can be of interest to boys as they have a preexisting connection to the characters. Examples of 
popular book series among elementary boys included Miami Jackson (Thomas, 2018), Horrible 
Harry (Thomas, 2018), Diary of a Wimpy Kid (Scholes et al, 2021), and Big Nate (Scholes et al, 
2021). 
 
Text Layout 
While two studies found that boys prefer short, succinct texts (Husband, 2012; Senn, 2012), one 
study’s male participants preferred longer books that were more than 32 pages, the typical page 
length of picture books (Williams, 2016). Perhaps the types of books (e.g. topics, series) provided 
should be considered as someone might be more apt to read a longer book about a topic of high 
interest or that is a part of a familiar series. Also, Farris et al. (2009) discovered that striving male 
readers were interested in wide margins, easy-to-read fonts, large print, and ample white space 
such as Who Is LeBron James (Hubbard, 2023). Their data revealed that boys who were not 
struggling readers enjoyed unusual fonts and books with unique textual features such as Ben 



74 Georgia Journal of Literacy 46(2)  
 

  
 

Yokoyama and the Cookie of Doom (Swanson & Behr, 2021) and ChupCarter (Lopez & Calejo, 
2023). Figure 1 can be used to self-evaluate texts that are in classroom libraries to note the amount 
of representation of the text considerations that are mentioned in this article. 
 
Figure 1: Self-Evaluation Checklist for Text Considerations in a Library 

Text Consideration Adequate 
Representation 

Minimal 
Representation 

Need 
Representation 

Sharks    

Reptiles    

Football    

Basketball    

Cars    

Popular Culture    

Fiction    

Nonfiction    

Series books    

Various text lengths    

Various text features  
(e.g. white space, unique font)    

 
Conclusion 
Educators must attend to the data that reveals elementary boys tend to achieve at lower levels in 
reading than elementary girls (NAEP, 2022). In addressing this issue, motivation should be 
considered as students who are motivated to read tend to read more (Stutz et al., 2016), and reading 
volume positively affects reading achievement (Allington & McGill-Franzen, 2021; Anderson et 
al., 1988). One strategy that can enhance reading motivation among boys is providing access to 
books with particular text considerations that are mentioned in this article: a) topic, b) genre, c) 
series, and d) text layout. It is critical to evaluate if books in classroom libraries have these text 
considerations as male participants in one study (Scholes et al., 2021) indicated that they did not 
often find books that they desired at school, which negatively impacted their motivation to read. 
A self-evaluation checklist provided in the article serves as a quick way to assess texts that are 
provided in classrooms. While offering access to books with these text considerations is important, 
it is also critical to recommend these texts during reading conferences and read them aloud for 
exposure. Our role as educators is crucial in mitigating the gender reading achievement gap. 
 
References 
Allington, R. L., & McGill-Franzen, A. M. (2021). Reading volume and reading achievement: A 

review of recent research. Reading Research Quarterly, 56(1), 231–238. https://doi.org/
10.1002/rrq.404 

https://doi.org/%E2%80%8C10.1002/rrq.404
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Williams 75 
 

   
 

Anderson, R., Wilson, P., & Fielding, L. (1988). Growth in reading and how children spend their 
time outside of school. Reading Research Quarterly, 23(3), 285–303. https://doi.org/
10.1598/RRQ.23.3.2 

Boltz, R. H. (2007). What we want: Boys and girls talk about reading. School Library Media 
Research: Research Journal of the American Association of School Librarians, 10, 1–18. 

Bonto, J. M., Arias, M. J., & Macahilig, H. B. (2016). Development of book selection criteria 
based on fifth graders’ (boys) reading interest. The Normal Lights, 10(1), 1–25. 
https://doi.org/10.56278/tnl.v10i1.168 

Cervetti, G. N., Bravo, M. A., Hiebert, E. H., Pearson, P. D., & Jaynes, C. A. (2009). Text genre 
and science content: Ease of reading, comprehension, and reader preference. Reading 
Psychology, 30(6), 487–511. https://doi.org/10.1080/02702710902733550 

Correia, M. P. (2011). Fiction vs. informational texts: Which will kindergarteners choose? Young 
Children, 66(6), 100–104. 

Dillon, D. R., O’Brien, D. G., Scharber, C., & Nichols-Besel, K. (2017). Motivating boys to read: 
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reading preferences. The Reading Teacher, 63(3), 180–188. 

Husband, T. (2012). Why can’t Jamal read? There’s no simple answer why Black males struggle 
with reading, but part of the problem stems from correctable factors that tend to lead to an 
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070902803795 

National Center for Education Statistics. (2022). Percentage of students at or above selected 
National Assessment of Educational Progress (NAEP) reading achievement levels, by 
grade and selected student characteristics: Selected years, 2005 through 2022. 
https://nces.ed.gov/programs/digest/d22/tables/dt22_221.20.asp 

Repaskey, L. L., Schumm, J., & Johnson, J. (2017). First and fourth grade boys’ and girls’ 
preferences for and perceptions about narrative and expository text. Reading Psychology, 
38(8), 808–847. https://doi.org/10.1080/02702711.2017.1344165 

Scholes, L., Spina, N., & Comber, B. (2021). Disrupting the ‘boys don’t read’ discourse: Primary 
school boys who love reading fiction. British Educational Research Journal, 47(1), 163–
180. https://doi.org/10.1002/berj.3685 

Scott, K., & Williams, L. M. (2016). Beyond biographies and research reports: Capitalizing on 
topics of interest to support boys reading nonfiction for fun. Dragon Lode, 35(1), 28–35. 

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76 Georgia Journal of Literacy 46(2)  
 

  
 

Senn, N. (2012). Effective approaches to motivate and engage reluctant boys in literacy. The 
Reading Teacher, 66(3), 211–220. https://doi.org/10.1002/TRTR.01107 

Sturm, B. W. (2003). The information and reading preferences of North Carolina children. School 
Library Media Research: Research Journal of the American Association of School 
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amount, and reading comprehension in the early elementary grades. Learning and 
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Thomas, K. L. (2018). Building literacy environments to motivate African American boys to read. 
The Reading Teacher, 72(6), 761–765. https://doi.org/10.1002/trtr.1784 

Williams, L. M. (2008). Book selections of economically disadvantaged Black elementary 
students. Journal of Educational Research, 102(1), 51–63. https://doi.org/10.3200/JOER.
102.1.51-64 

Williams, L. M. (2016). Gaining insight: Involving struggling male readers during independent 
reading. The Reading Professor, 38(1), 6–15. 

 
Literature Cited 
Hubbard, C. (2023). Who is LeBron James? (S. Marchesi, Illus.). Penguin Workshop. 
Lopez, G., & Calejo, R. (2023). ChupaCarter (S. Gutiérrez, Illus.). Viking Books for Young 

Readers. 
Swanson, M., & Behr, R. (2021). Ben Yokoyama and the cookie of doom. Knopf Books for Young 

Readers. 
 
Received: July 19, 2024 | Accepted: October 10, 2024 | Published: November 15, 2024 

https://doi.org/10.1002/TRTR.01107
https://doi.org/10.1016/j.lindif.2015.11.022
https://doi.org/10.1002/trtr.1784
https://doi.org/10.3200/JOER.%E2%80%8C102.1.51-64
https://doi.org/10.3200/JOER.%E2%80%8C102.1.51-64

	Topic
	Genre
	Series
	Text Layout
	Figure 1: Self-Evaluation Checklist for Text Considerations in a Library

	Conclusion
	References
	Literature Cited

