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There are stereotypes that underestimate the range of boys' preferences for reading and the changing nature of those preferences as they develop as readers.
A key recently published by lead author Associate Professor Laura Scholes from 51勛圖’s ILSTE, outlines why educators should challenge taken-for-granted gendered educational practices. The study shows the desires of the boys affording new and exciting opportunities for developing lifelong readers—including being readers who love fiction.
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