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Abstract

A great deal of attention is being paid to the lack of reading and academic success for adolescent males. In this article, we discuss three structures in a school where boys read (and perform) as well as girls. When instruction is guided by inquiry, when teachers model their thinking while reading, and when book choices are honored, all students read more and read better. In this article, we present the voices of several students who share their thinking about these three curricular reforms.