Atlantic Canada English Language Arts Curriculum: Grades 4-6. 115-6
This section looks at Reading and viewing, which creates a meaning-making, problem-solving process. To create this, the Nova Scotia Department of Education feels that reading must be purposeful, meaning centered, interactive, as well as modeled, practiced and supported. This process is intended to help the children to enjoy reading, and help them get more meaning out of a book.

Bauer, G., (2002). Why Boys Must be Boys, in Readers Digest. Pp 125-34
Although this case study was conducted on a grade eight boy. What was said in this article can also be applied at the secondary level. Liam, the child, did not like doing book reports on books he did not like reading. Liam said, "I get frustrated when I have to write my opinion. I don't know what the right answers are." Bauer feels that boys learn differently than girls. Boys such as Liam are interested in fantasy and comics, and so he suggests that these genres be used as stepping stones to fiction, or other genres. To close the gap, a school district in Ontario has made many schools create "male centered" activities for boys. Citing Montgomery, he notes that boys are kinesthetic learners ("...they learn best by moving their bodies, rather than sitting and listening"). This is where a need for more ways of responding are needed, such as plays and sketching and so on. Bauer also believes that fathers should be heavily involved with their children in the home. Along with this home emphasis, Bauer says that schools should invite males to come to the school, and speak of "career choices and life experiences."

Beers, K. (1996). No Time, No Interest, No Way! The Three Voices of Aliteracy. School Library Journal, 42. pp110-114.
This very informative article looks at possible reasons as to why both girls and boys like or dislike reading. During a study at a school in Texas, Beers recognized three different subcategories of aliterates, which she has labeled Dormant, Uncommitted, and Unmotivated. The Dormant readers were fortunate enough to have their parents read to them at a young age as a source of entertainment. Uncommitted and unmotivated readers however, did have their parents read to them, but it was before bed, and it was not seen as a source of entertainment. The problem here is that reading was not frequent, which meant some of the children began their school year with "little aesthetic experiences with books." The Dormant and avid readers joined book clubs, which increased their love of reading. Beers goes into detail on what each reading group likes to read.