Differently Literate: Boys, Girls, and the Schooling of Literacy

Presents research into the differences in boys' and girls' experiences of the reading and writing curriculum at home and in school. The book is divided into 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, Millard highlights further areas for more detailed study and makes recommendations for the development of literacy policies.