One mentor reported in an interview:
"They would be peeking outside the classroom looking for us and they would say ' they are here, they are here'... you could tell some kind of relationship was building. They were identifying with who we were and they enjoyed us coming."
From the moment a mentor walks into the classroom, the children seem excited and eager to see what book the mentors have brought in to read. The reading response activity that follows the reading enables the children to discuss the book, to write about it or to draw a picture response. The research reminds us that these types of responses are appropriate for all children.
The results of small scale studies like this one provide educators and researchers with a view of a particular program design, developed to examine boys' literacy, yet not disadvantage girls. We suggest that male mentor programs continue so that further study on the effects may carried out. Our study clearly indicates that the concept and indeed the practice have created a very positive learning atmosphere amongst the teachers, researchers, and most importantly, the students.
This chapter has been an account of the male mentor reading program in which we have learned many lessons. The following is a brief list of recommendations that may be of use to other educational or community groups who plan to undertake a literacy mentoring program.