Presents research into the differences in boy's and girl's
experiences of the reading and writing curriculum at home and in
school. The book is presented in three sections: an outline of the
theoretical debates on gender difference and academic achievement;
a description of the research into these issues conducted by the
author; and an analysis of the author's findings. In discussing the
outcome of her research, the author aims to highlight further areas
for more detailed study and makes recommendations for the
development of literacy policies, which cross curriculum boundaries
in schools.
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