They love to read outside of school because they have a choice of what to read, and they have in-depth conversations with their friends about books. This does not occur in the school, and thus they are labeled reluctant readers. Worthy's son and friend offer suggestions which could help the reluctant reader situation, such as to let students choose what to read, and to have in-class discussion with friends about a book, and what they like to read. A follow up when they were in grade eight revealed the same information. They still disliked teacher selected reading material, although their reading interests outside of school have changed to such things as magazines and newspapers. They continued reading outside of school, and enjoyed it.

Wragg, T. (1997). Oh Boy! London Times Educational Supplement. 4-5.
Wragg looks at the issue of boys underachievement. However, he elaborates on what will happen to the boys in their adult life if the problem is not addressed at a very young age. In regards to work, Wragg notes that the much of the work industry has changed from manual labor to computerized and mechanized labor. This places the boys at a disadvantage, and as a result many will then be out of a job. He notes that in their adult lives the men will have to "retrain several times during their working lives" because they do not have a concrete foundation of learning to apply to the workforce. Wragg blames this on the differentiation between the male and the female brain, noting that females use both sides, and the males only use one side. He then went on to create a ten point plan to help parents and educators prepare the children better for the world ahead of them.