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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