LITERARY PREFERENCES AND GENDER INFLUENCES ON PUPILS´ READING HABITS IN THE 5TH AND 6TH YEARS OF PRIMARY EDUCATION
DOI:
https://doi.org/10.24310/isl.2.18.2023.17154Keywords:
primary education, literary training, reading preferences, gender, stereotypes.Abstract
This quantitative study presents three main objectives such as exploring the reasons why pupils in the 5th and 6th years of Primary Education choose their literary readings; determining if there are differences between boys and girls when selecting these readings; and knowing if gender stereotypes influence their reading choices at these ages. For this purpose, part of a previously designed ad hoc questionnaire was applied and responded by 2.129 pupils from schools all over Spain. The results indicate that some of the reasons why 10–12-year-old pupils choose their readings are a meaningful lexicon, short length texts, funny stories, or narratives to identify with. Additionally, multiple differences between boys’ and girls´ reading selection have been found. The size of the font, the brevity of the texts, the theme of friendship amidst boys, or the existence of a film version are important issues for lads, while girls search for referents and behavior patterns, as well as for identification with the reading characters. Finally, it is confirmed that gender stereotypes do influence boys and girls´ literary preferences, results that coincide with prior research developed in this field.
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