The definition of reading literacy used by PISA is understanding, using and reflecting on written texts in order to achieve one's goals, to develop one's knowledge and potential and to participate in society. (OECD, 2001) The results of the PISA study reveal that Canadian students rank high in the world in reading literacy. However, in all Canadian provinces and amongst other western countries (PISA participants), the boys are behind the girls. In the developing world, a recent report from the United Nations Educational Scientific and Cultural Organization (UNESCO), known as the EFA Global Monitoring Report, was released on November 6, 2003. The findings relate gender inequalities in developing nations (Reading Today, 2004 p. 1). Gender equality in education is important in all countries, as a fundamental human right. The goal of gender equality begins with gender parity, "...equal; enrollment of boys and girls in elementary and secondary school" (p. 5) in developing countries. In the developed world all citizens may go to school. However, the issue of boys' underachievement as compared to girls does need to be examined.

In the Canadian provinces and other western societies, gender disparity is based on boys' lower scores on literacy tests. The gap is well founded and many suggestions as to why this is occurring are found in the literature. The factors affecting boys' scores range from social-cultural, economic, in/formal education to boys' learning styles.

The male mentor reading program in this study, focused on developing socio-cultural and informal educational relationships while attempting to encourage boys' interest through the introduction of appealing reading materials. The program proposed to provide male children with positive gender role models, beyond the stereo- typical models sometimes found in elementary school classrooms. Elementary classrooms do not often provide examples of men reading and writing or engaging in purposeful literacy activities either at home or at school. Also, the book selections available are often not interesting to the boys.

By introducing everyday males as mentors in the classroom, the study has put ordinary men in their twenties in classrooms once a week over a lengthy period of time. The mentors try to promote the fun of reading in different and needed ways. Boys need men to confirm the 'guy' rules of engagement. The mentors reading aloud present a gender marker for the boys in the research school, and do not disadvantage the girls.