# data[].attributes.attachment_link.description
1,379 books based on 1567 votes: Harry Potter and the Sorcerer's Stone by J.K. Rowling, Holes by Louis Sachar, Ender's Game by Orson Scott Card, The Ligh...

# data[].attributes.attachment_link.readable_text
For more than 100 years, Boys' Life has featured thousands of great books for boys. Here are the 100 titles we think every boy should read.

Keep in mind that we will be constantly updating this list as new titles release. So, you may see some new books from time to time. Also, some books may require parental guidance. As always, before choosing a book to read, check with your parent(s) first. Click here to download the full list.
Think we missed a book? Let us know in the comments section.
This entry was posted in Book Reviews, News & Reviews, Tips and tagged Slider, spotlight on by .

# data[].attributes.attachment_link.title
100 Books Every Boy Should Read - Book Zone by Boys' Life

# data[].attributes.attachment_link.description
For more than 100 years, Boys' Life has featured thousands of great books for boys. Here are the 100 titles we think every boy should read. Keep in mind that we will be constantly updating this list as new titles release. So, you may see some new books from time to time.

# data[].attributes.attachment_link.readable_text
If you're going to ask a writer to create a list of books that appeal to 13- and 14-year-old boys, ask the writer with boys at or near that age, right? All I have to do is check my sons' bookshelves, right? Well, no. My 13-year-old is not a reader (something I've written about frequently and - I swear - have made my peace with by now), but a biography might occasionally hook him. He's read at least a little bit of Breakaway: Beyond the Goal, the bio of U.S. women's soccer star Alex Morgan (and no, he doesn't have a crush on her!). His younger brother, 11, reads plenty but his attention and tastes are scattershot. He careens from graphic novels to Percy Jackson to the odd classic (recently, E.L. Konigsberg's From the Mixed-Up Files of Mrs. Basil E. Frankweiler).

Like any parent, particularly a female one, I puzzle over what might draw in these mysterious males. There's no magic formula, but certain books, both old and new, seem to have an edge in appealing to boys this age - some combo of adventure and mystery and sports and characters just like them: no longer kids, but beings with three or four toes in the pool of manhood. Here are a few to try:

by Louis Sachar

When Sachar's book was published in 1998, one review proved prescient: "Kids will love Holes." Whenever my own middle schooler declares he's liked a book, he's compelled to compare it to this, which remains his favorite. The story of Stanley Yelnats (yup, that's Stanley backwards; even that little detail feels like a nod to early-teen boys' interests) is one of hard luck - he's sent to a camp where the boys must dig holes of a certain size and depth every day, to build "character." But is that what they're really doing?

by Andy Weir

My own sons loved the movie version of the original edition of this book. I was thinking of getting it for them to pick up, until I heard it was filled with pages of technical explanations that even somewhat-science-geeky teens might get bored or lost by. So imagine how exciting it is to see the "classroom" adaptation on the shelves. Don't be put off by the section of questions for class discussion. This is the fantastic story of fictional astronaut Mark Watney, who is left behind on a mission to Mars and has to figure out how to survive until his crew can return for him.

by Neil Gaiman, illustrated by Dave McKean

A book about a kid who has been raised by ghosts in a graveyard - that is a premise that has near-perfect, young-teen-boy appeal. The worlds of the living and the dead collide as the boy, Bod - actually, Nobody Owens - tries to avoid the man Jack, who killed his family in the first place. And of course, other than his upbringing, home, and ability to Fade (as in, disappear), Bod is just your average kid. Mmm hmmm...

by Jon Scieszka

Author Scieszka, who also compiled Guys Read, pulls together a compelling anthology of writing about boyhood from a range of male authors, some of whom are familiar from the middle grade and YA shelves. Think: Jerry Spinelli and Chris Van Allsburg. If there's a theme to the stories, it mirrors what I say to my sons to encourage them to read without sounding like I'm encouraging them to read: Read what you like. Plus, the anthology format means reluctant or easily distracted teens can dip in and out without track.

by Boy Scouts of America

My son has been a Boy Scout for a few years now, and has a dog-eared copy of the official Boy Scout Handbook. Recently, I came across the first edition of the same manual, published in 1911. While there's no doubt that scouting retains its focus on growing boys into capable, confident men, it's also true that the original handbook has far more emphasis on wilderness skills that are absent and often unnecessary today. Take this: "One of the chief characteristics of the scout is to be able to live in the open ... and how to find his way by night as well as by day in a strange country." Sure, 2016 scouts can build a fire, but they're traveling to campgrounds by minivan, with a cooler full of hot dogs and s'more makings in the back. But if my kid loves to read it, then I'm on board, no matter how useful it may or may not be.

by Anthony Horowitz

This is the final installment of Horowitz's series of spy thrillers featuring teen spook Alex Rider. Like a modern day and not-quite-ready-for-martinis James Bond, Alex has been through multiple adventures working for the British intelligence agency M16. This tale goes back in time to before his first mission, code named Stormbreaker, when Alex's uncle was murdered by a Russian spy - leaving Alex alive but alone, angry, and seeking answers.

# data[].attributes.attachment_link.title
12 Uniquely Appealing Books for 13- and 14-Year-Old Boys | Brightly

# data[].attributes.attachment_link.description
If you're going to ask a writer to create a list of books that appeal to 13- and 14-year-old boys, ask the writer with boys at or near that age, right? All I have to do is check my sons' bookshelves, right? Well, no.

# data[].attributes.attachment_link.readable_text
While summer is a great time to spend time in nature, travel, and be active, there are also ample opportunities to spend downtime getting truly absorbed in a great book - or a whole pile of books! Here is a list of books for teen boys:

According to young adult literature expert Jill Ratzan, "Reading over the summer has been shown to reduce ' Check out summer slide, ' the term educators use to refer to the skills and knowledge that students lose over long summer breaks." Education experts seem to agree that offering plenty of opportunities to read for pleasure - no book reports or quizzes! - is one of the most effective ways to combat this educational setback. It's no big secret that reading something because you to is much more appealing than reading something because you to.
Activities for Teens

Books for Teen Boys

This collection of books for teen boys has exciting novels, thought-provoking classics, and inspiring personal development titles to offer a well-rounded starting point for teen boys to begin their reading journey.
Affiliate links are included below.

1. That Was Then, This is Now by S.E. Hinton - The author of teen classic The Outsiders captures the teen experience again in this novel exploring loyalty and life choices. Often painfully real, this book forces teens to analyze their own friendships and how life-altering they can be.

2. The 6 Most Important Decisions You'll Ever Make: A Guide for Teens by Sean Covey- In a follow up to The 7 Habits of Highly Effective Teens, Covey shows teens how to make smart choices when it comes to 6 crucial turning points during these years.

What books would you add to this list?

Other Reading Posts

If reading is your type of thing, you'll enjoy these posts:

# data[].attributes.attachment_link.description
While summer is a great time to spend time in nature, travel, and be active, there are also ample opportunities to spend downtime getting truly absorbed in a great book - or a whole pile of books!

# data[].attributes.attachment_link.title
75 Books Boys Love (that aren’t just books for boys) :: Read-Aloud Revival

# data[].attributes.attachment_link.description
Click through for 75 books your boys will love, organized by age recommendation.

# data[].attributes.attachment_link.readable_text
Our editors independently research, test, and recommend the best products; you can learn more about our review process here. We may receive commissions on purchases made from our chosen links.

Getting teen boys interested in books can be a challenge for parents. Fortunately, many young adult authors are now writing teen books that rank high in guy appeal. Here is a list of some of the most popular young adult books for teen boys. For popular books for teen boys, read on.

Recommended for ages 14-18.

Recommended for ages 12-14.

Recommended for ages 14-18.

Recommended for ages 12-14.

Recommended for ages 12-18.

Recommended for ages 14-18.

Recommended for ages 12-18.

Recommended for ages 14-18.

# data[].attributes.attachment_link.title
The 10 Best Books to Buy for Teen Boys in 2021

# data[].attributes.attachment_link.description
Our editors independently research, test, and recommend the best products; you can learn more about our review process here. We may receive commissions on purchases made from our chosen links. Getting teen boys interested in books can be a challenge for parents. Fortunately, many young adult authors are now writing teen books that rank high in guy appeal.

# data[].attributes.attachment_link.description
A collection of ALA's literature award winners and various notable reading lists.

# data[].attributes.attachment_link.readable_text
The OECD consistently finds girls perform significantly better than boys in reading. This gap can also be observed across the Australian NAPLAN reading data.

Research suggests reading more can improve literacy outcomes across a range of indicators. But girls typically read more frequently than boys, and have a more positive attitude toward reading.

Read more: Research shows the importance of parents reading with children - even after children can read

Parents read more with their daughters. This sends a strong and early message that books are for girls, as well as equipping girls with a significant advantage. Recent research found even though boys read less frequently than girls, girls receive more encouragement to read from their parents.

So how can parents and educators help bridge the gap for boys' literacy?

Stop telling boys they only like non-fiction

To improve boys' literacy outcomes, parents and educators may look for ways to connect boys with reading. This had led to discussion about the importance of promoting so-called "boy-friendly" books that boys are supposedly " drawn to ", which are typically assumed to be non-fiction works, as it's regularly contended that boys prefer to read non-fiction.

But this contention is not typically supported by recent quantitative research. For example, OECD and my own research suggests boys are more likely to choose to read fiction than non-fiction. Encouraging all boys to read non-fiction under the assumption this meets an imagined uniform preference can actually lead to negative outcomes.

Firstly, the reading of fiction is more consistently associated with literacy benefit than non-fiction in areas such as verbal ability and reading performance. When we tell boys non-fiction books are for them, this may steer them away from a more beneficial text type. This is counterproductive if we're doing so in order to improve their literacy.

Secondly, recent research suggests non-fiction readers tend to read less frequently than fiction readers. So, if we want to increase boys' reading frequency, engaging them in fiction may be more effective.

We may also be encouraged to steer boys toward comic books. While children can benefit from exposure to diverse text types, the reading of comic books, e-mails and social networking posts, newspapers, magazines and text-messages is not associated with the same level of literacy benefit.

Read more: Five tips to help you make the most of reading to your children

In addition, recent research supports the relationship between reading fiction and the development of pro-social characteristics such as empathy and perspective taking. So reading fiction can help students to meet the Personal and Social Capability in the Australian Curriculum, among other general capabilities. Instead of buying into stereotypes, we should aim to meet our children's individual reading interests and encourage a reading diet that includes fiction.

Six strategies for connecting boys with books

Here are six strategies you can use to connect boys with books and increase their reading engagement:

1. just as your interests and views are not identical to all those of the same age and gender, boys have diverse interests and tastes. These don't necessarily stay static over time. To match them with reading material they're really interested in, initiate regular discussions about reading for pleasure, in order to keep up with their interests

2. schools should provide access to libraries during class time throughout the years of schooling. Girls may be more likely to visit a library in their free time than boys, and as children move through the years of schooling they may receive less access to libraries during class time, curtailing boys' access to books. Access to books is essential to promote reading

3. keep reading to and with boys for as long as possible, as many boys find it enjoyable and beneficial beyond the early years

4. provide opportunities and expectations for silent reading at home and at school, despite competing demands on time

5. keep paper books available. Boys who are daily readers are even less likely to choose to read on screens than girls. The assumption that boys prefer to read on screens is not supported by research

6. promote reading as an enjoyable and acceptable pastime by being a great role model. Let your children or students see you read for pleasure.

As a final comment, the OECD note:

Although girls have higher mean reading performance, enjoy reading more and are more aware of effective strategies to summarise information than boys, the differences within genders are far greater than those between the genders.

So, parents and educators seeking to support the literacy attainment of young people through increased reading engagement should focus on meeting the needs of all disengaged and struggling learners, regardless of gender.

# data[].attributes.attachment_link.title
Six things you can do to get boys reading more

# data[].attributes.attachment_link.description
The OECD consistently finds girls perform significantly better than boys in reading. This gap can also be observed across the Australian NAPLAN reading data. Research suggests reading more can improve literacy outcomes across a range of indicators. But girls typically read more frequently than boys, and have a more positive attitude toward reading.

# data[].attributes.attachment_link.readable_text
You may have heard about the phenomenon some have labelled the "boys' crisis in education" - the disparity between girls' and boys' achievement levels. A new Canadian study hints that this gap may actually begin at home, when children are preschool age and younger, and can be linked to how we're unintentionally parenting our kids based on their sex. The project, which examined national survey data measuring reading habits of first-born children, found moms and dads consistently spent more time on literacy-related activities, like reading, singing and going to the library, with their daughters than their sons. What's more, the researchers suspect these differences could account for as much as one-third of the gap between boys' and girls' average reading test scores.
Read more: Traditional gender roles: Boys will be boys>
"Even at school entry, there's a test score gap in favour of girls," notes Kevin Milligan, co-author of the study and an associate professor of economics at the University of British Columbia (UBC) in Vancouver. By the time Canadian kids are 15 years old, there's a spread of 32 points between the genders, as measured by the Program for International Student Assessment test.

These results surprised even the researchers. Initially, the economists had set out to determine whether the two sexes received equal treatment in countries without a strong cultural preference for sons. (In places where sons are commonly prized over daughters, boys tend to receive more overall "investment," like more time spent breastfeeding.) But what about in Canada, the US and the UK?

"We picked three countries where we had data on all sorts of 'inputs,' and started looking at things that are important to children's development," explains Milligan's co-author, Michael Baker, a professor of economics at the University of Toronto. Interestingly, parents spent roughly the same amount of overall time with first-born kids of both sexes - the gap only emerged when researchers zeroed in on literacy-linked activities.

Of course, studies like this one - which re-crunch existing population data rather than conducting new, direct experiments, and rely on people reporting their own behaviour - have limitations. For starters, human beings are prone to lie a little when self-reporting, in order to make ourselves look better. But the findings were compelling. Not only was the trend favouring girls consistent across all three countries, it also held true when the investigators dug deeper into the data and looked specifically at families with sets of boy-girl twins.
Read more: Top 100 children's books>
Milligan and Baker are still trying to figure out why parents might spend more time teaching letters and reading books with their daughters than with their sons. It's possible, for example, that as western parents, we've become so hyper-aware of giving our girls an equal start in life that we've overcompensated. Another theory is that reading to boys may simply require more effort, on average. Boys may struggle to sit still and pay attention, or they may catch on more slowly, prompting some parents to keep sessions shorter. That girl/boy difference is something Baker observed in his family. "My son didn't take to reading as quickly as my daughter," he says.

Rebecca Rogers of Toronto, mom to six-year-old twins named Emily and Ben, reports the same thing. "The difference between my two is stunning," she says. "Emily will sit with proper posture, pointing to the words. It's so enjoyable to practise her reading with her, whereas we're not quite at the enjoyable part with Ben. He will half-stand, jump up and down, and sing the entire book because he's just being goofy." (Mind you, both Baker and Rogers reacted by spending more time reading with their sons. Today, at 13, Baker's son is an enthusiastic, proficient reader. And while Rogers's little guy hasn't yet mastered reading, he's enthralled by listening to stories - even his sister's chapter books about fairies.)

The good news? Some simple strategies can make literacy-building activities and reading more fun - both for you and the boy in your life - and boost his chances of growing into a confident, competent student.

SEE DAD READ
At least three recent studies have found that boys who viewed reading as a feminine activity were less motivated to read. In a 2003 Canadian study, 24 percent of second-grade boys said that reading was "a girl thing."

"It's very important, I think, for kids to see their dads read, for a variety of purposes - for work and for pleasure," stresses Charles Ungerleider, a professor emeritus of the sociology of education at UBC. "Often, dads do read, but their kids don't see it." In addition to reading to their sons, dads should make a point of letting him see you scanning stories in the newspaper or on your iPad during breakfast, reading reports for work, using an instruction manual, or reviewing the rules of a new game.
Read more: Jim Carrey's new children's book about life and death>
THINK BEYOND BOOKS
Telling stories, singing songs, repeating nursery rhymes and playing word games are just a few of the activities that build a child's vocabulary as soon as he starts learning language skills, and these activities don't require sitting still. Have your toddler tell you a story while on a walk. Or, once your preschooler starts learning letters, ask him to spot letters in signs, or point out objects with names that begin with a particular sound - on car trips, at the park or on grocery-store runs. Beginners can also learn to recognize the words on a game board. Rogers's twins love listening to audio chapter books in the car, which will likely expand their vocabulary and pique their interest in reading.

RELAX READING RULES
Some beginning readers don't respond well to correction or by-the-book reading rules. Rogers discovered her son does better when practising his reading with his dad, who ignores the teacher's recommendation to point to each word. Some libraries offer programs where kids read aloud to the ultimate non-judgemental audience - a trained therapy dog. "It makes some kids more comfortable reading aloud and gives them confidence," says Frances Cutt, the literacy facilitator at the London Public Library in London, Ont.

FIND BOY-FRIENDLY BOOKS
Sure, we love The Paper Bag Princess and strive to be gender-neutral parents who send daughters to hockey and sons to dance class. But there is evidence boys are drawn to different types of reading material than their female peers. At least two studies have found that boys tend to prefer non-fiction, magazines, scary stories and comic books. A third study, by the (now-disbanded) Council on Learning, revealed that boys who had regular access to comic books reported higher levels of reading enjoyment and were more likely to read other material.

Kate Sanagan, a Toronto mom of two, has noticed that the early-reader graphic novels called ToonBooks have made a major difference with her five-year-old son, Henry. "He wasn't interested in other 'learn-to-read' books," she says. "But we found this book called Benjamin Bear, and he loved it. It's funny, jokey stuff, and the pictures seem to speak to him somehow." (Humorous books - like Captain Underpants - are also popular with boys.) Cutt sums it up this way: "It's all about finding the right material, and making it fun."
MIND THE GAP In general, boys...
* take longer to learn to read than girls do
* read less often than girls
* rate their reading ability lower than girls
* express less enthusiasm for reading
* have less interest in leisure reading and more interest in "utilitarian" reading
* tend to be better at information retrieval and work-related reading tasks than girls

Source: Me Read? No Way! A Practical Guide to Improving Boys' Literacy Skills,by the Ontario Ministry of Education
A version of this article appeared in our October 2013 issue with the headline "Boys and books," pp. 60-2.

# data[].attributes.attachment_link.description
You may have heard about the phenomenon some have labelled the "boys' crisis in education" - the disparity between girls' and boys' achievement levels. A new Canadian study hints that this gap may actually begin at home, when children are preschool age and younger, and can be linked to how we're unintentionally parenting our kids based on their sex.

# data[].attributes.attachment_link.readable_text
Helping Underachieving Boys Read Well and Often. ERIC Digest.
by Schwartz, Wendy

The ability to read well is the most important skill children can acquire. Reading ability and the desire to read vary significantly among groups of children, however. This was demonstrated, for example, by the findings of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), a national study on school readiness that measured children's ability to identify by name uppercase and lowercase letters of the alphabet, associate letters with sounds at the beginning and ending of words, recognize common words by sight, and read words in context. ECLS-K found that on all these measures girls were more proficient than boys, whites more proficient than non-Asian students of color and Latinos, and children from higher socioeconomic (SES) backgrounds more proficient than lower SES children (reported in Coley, 2002). Moreover, the reading gap between whites and students of color frequently widens with age (Coley, 2001).

There are many reasons why some children do not read well and do not like to read, some of which are related to biological and cognitive factors. Other impediments to reading achievement include the use of ineffective teaching strategies and materials; the lack of sufficient and enticing reading resources in schools, communities, and homes; and family habits that do not include reading. This digest provides information on how schools and families can improve the reading skills of native English speaking children, particularly poor elementary school level boys of color. It focuses on ways to increase the time they spend reading and the enjoyment they get from doing so; it does not cover strategies for teaching reading. The recommendations presented below, based on the analysis and experience of experts, have proven to be particularly useful with boys who are most at risk of underachievement but least likely to view reading as an important activity.

HOW BOYS VIEW READING

Boys tend to learn to read at an older age than girls, take longer to learn, and comprehend narrative texts less easily. Boys also value reading less, and see reading as a way to get information rather than as a recreational activity (Simpson, 1996; Smith & Wilhelm, 2002). While researchers differ on whether boys of color see reading as "acting white," and, thus, something to be avoided (Smith & Wilhelm, 2002), one study of African American boys found that they resented activities they defined as schoolwork, believing that they will never benefit from an education (Tanksley, 1995).

READING MATERIALS THAT BOYS LIKE

Boys tend to read a "wider number of genres over a broader range of topics" than girls (Simpson, 1996, p. 272). They are usually most interested in books and periodicals about hobbies, sports, and activities they might engage in, and in informational resources. They like escapism (science fiction, adventure, and fantasy) and humor more than fiction and poetry, and they like to collect series of books (Simpson, 1996; Smith & Wilhelm, 2002).

Reading choices made for boys frequently do not reflect their preferences, since girls are clearer and more vocal about what books they want, elementary school teachers are predominantly women, and mothers rather than fathers select reading materials for their children. Obviously, then, involving boys in the selection process will increase their attentiveness (Simpson, 1996). Further, boys, like all children, want to see characters like themselves sometimes. Therefore, materials should feature people of different ethnicities, races, and backgrounds who live in a variety of types of homes and communities. (One resource for materials of particular interest to African American children is a bibliography produced by the National Association for the Education of Young Children [Brown & Oates, 2001]).

CLASSROOM STRATEGIES FOR INCREASING BOYS' READING

Reading aloud by teachers, guest readers, and students is a valuable classroom activity to which substantial amounts of time should be allotted. It is especially beneficial for boys who may not be reading at other times and need to be introduced to the pleasure that reading provides. Teachers can capture boys' interest by associating the material to be read with their existing knowledge. When they read aloud to boys, teachers can help them to associate sounds with symbols by letting them follow along with the text. Rotating reading materials of different genres allows boys to see the many types of reading materials available--not just novels and textbooks, but also newspapers and magazines, how-to guides, comics, and computer programs--and their multiple uses (Simpson, 1996).

Boys gain confidence in their reading ability when they read aloud in class. Frequent interruptions or corrections undermine this confidence, however. Since teachers correct boys' reading more than girls', they need to be sensitive to the effects of their criticism (McCarthy, Nicastro, Spiros, & Staley, 2001; Smith & Wilhelm, 2002). Additional time for silent reading promotes the independent development of skills and the enjoyment of reading.

Teachers can help boys comprehend reading materials and promote analytical thinking by involving them in class or group discussions. Students can review the content, purpose, and presentation of particular types of books, and how they differ. They can "talk about stories as constructions of the world, not as reflections of it," and can consider whether they empathize with the characters. They can use their imaginations to recast a story using characters of a different sex or ethnicity. Because girls tend to dominate discussions of books, teachers need to take care that boys participate (Simpson, 1996, p. 278).

A library in the classroom stocked with attractive age- and ability-appropriate books encourages boys to pick up one when they have a free moment. Inviting all children to design the library area, and to choose and organize the books, promotes use. Regular visits to the school library show boys a much wider range of reading materials and foster their desire to improve their skills so they can read the more sophisticated material there. Outings to the public library serve the same purpose. Also, getting children library cards encourages future visits with their families (Calkins, 1996).

JOINT STRATEGIES FOR THE SCHOOL, COMMUNITY, AND HOME

Schools, libraries, and community groups can join with families to improve boys' reading. Adults can talk about how reading alone and with friends, looking for books in stores, libraries, and flea markets, giving books as gifts, and sharing what they have learned, makes them happy and helps them relate to others (Calkins, 1997).

More formally, organizations can implement reading programs. They can provide male reading role models of color to help boys develop the habit of reading. Such role models are especially important for boys living in homes without men, and including them in a supplementary education program can help compensate for families that do not read at home. Men can model reading by doing so themselves and reading aloud to children, and by telling children why reading enriches their own lives (Tanksley, 1995). A tutoring program can also employ adult role models. Alternatively, it can pair less proficient readers with more accomplished students who can instinctively select appealing books, articles, and manuals providing instructions for engaging in an activity or constructing a model. Of course, all tutors can use school texts (Tanksley, 1995).

ACTIVITIES FOR PARENTS

Schools can help parents promote their children's reading by communicating that it is important to read to sons (every day, if possible), that they do not have to be well educated to do so effectively, and that schools cannot be solely responsible for their children's education. Schools can direct parents to free sources of reading materials (such as the school itself, libraries, and community organizations) and manage book swaps. They can also encourage parents to allow their children time for reading and provide an inviting place for it. Parents can also be helped to integrate reading with their children naturally into their schedules (Coley, 2002; McCarthy et al., 2001; North Carolina, 1999; Tanksley, 1995).

Parents can model reading, sharing what they have learned, recommending good books, and mentioning what they want to learn from reading in the future. Parents and sons can read together, selecting increasingly difficult materials to help boys improve their skills and promoting positive interactions as they predict what will happen in a story and then discuss what did happen and why. Parents and sons can look up information together both to show the value of reading and to help boys develop problem-solving skills. Parents can take books along on long trips or to places where waiting is anticipated to help boys appreciate the value of reading as recreation. Finally, parents can maintain a reading log with their sons that indicates what, when, and how much the boys are reading. The log keeps parents informed, supports their sons' efforts, and encourages reading together (Calkins, 1996; McCarthy et al., 2001; North Carolina, 1999; Tanksley, 1995).

CONCLUSION

Many enticements compete for children's time, television most especially. For boys, the desire to be physically active can further impede their interest in reading. Therefore it is necessary to help boys select and use reading materials that are as entertaining as television, tap into their special interests and answer their unique questions about the world, and provide information that facilitates their participation in sports and other group activities.

Finally, the reading that boys do should not be dismissed as inconsequential even though it often does not include the novels and other traditional materials usually read by girls. The genres preferred by boys can be equally helpful in their development of reading, thinking, and problem solving skills, and should be considered key resources in their education.

REFERENCES

Brown, J.C., & Oates, L. (2001). Books to grow on: African American literature for young children. Washington, DC: National Association for the Education of Young Children.

Calkins, L.M. (1996, August). Motivating readers: First things first: Planting the seeds for lifelong reading. Instructor, 106(1), 32-33. (EJ 533 473)

Calkins, L.M. (1997, January-February). Motivating readers: Five ways to nurture a lasting love of reading. Instructor, 106(5), 32-33. (EJ 538 525)

Coley, R.J. (2001). Differences in the gender gap: Comparisons across racial/ethnic groups in education and work. Princeton: Educational Testing Service. (ED 451 222)

Coley, R.J. (2002). An uneven start: Indicators of inequality in school readiness. Princeton: Educational Testing Service.

McCarthy, S., Nicastro, J., Spiros, I., & Staley, K. (2001). Increasing recreational reading through the use of read-aloud's. Unpublished manuscript, Saint Xavier University, Chicago, IL. (ED 453 541)

North Carolina State Board of Education, Department of Public Education. (1999). Reading with your elementary child: Tips for parents--grades 3-5. Raleigh: Author. (ED 438 038)

Simpson, A. (1996, December). Fictions and facts: An investigation of the reading practices of girls and boys. English Education, 28(4), 268-79. (EJ 540 728)

Smith, M.W., & Wilhelm, J.D. (2002). "Reading don't fix no Chevys": Literacy in the lives of young men. Portsmouth, NH: Heinemann.

Tanksley, M.D. (1995). Improving the attendance rate for African American male students in an after school reading program through parental involvement, positive male role models, and tutorial instruction. Ed.D. Practicum, Nova Southeastern University, Fort Lauderdale, FL. (ED 394 119)

# data[].attributes.attachment_link.title
Helping Underachieving Boys Read Well and Often. ERIC Digest.

# data[].attributes.attachment_link.description
Provides full-text access to the ERIC Digest of this name dealing with Helping Underachieving Boys Read Well and Often.

# data[].attributes.attachment_link.description
Unfortunately, this book is effectively out of print.

# data[].attributes.attachment_link.description
In an era of GroPro cams, SportsCenter notifications pinging on smartphones, and gaming systems existing in the palm of a hand, is it little surprise that boys have trouble sitting still to read?

# data[].attributes.attachment_link.readable_text
A lot of boys are having trouble reading.

The U.S. Department of Education reading tests for the last 30 years show boys scoring worse than girls in every age group, every year.

Eighth grade boys are 50 percent more likely to be held back than girls.

Two-thirds of Special Education Students in high school are boys.

Overall college enrollment is higher for girls than boys.

Biologically, boys are slower to develop than girls and often struggle with reading and writing skills early on.

The action-oriented, competitive learning style of many boys works against them learning to read and write

Many books boys are asked to read don't appeal to them. They aren't motivated to want to read.

As a society, we teach boys to suppress feelings. Boys aren't practiced and often don't feel comfortable exploring the emotions and feelings found in fiction.

Boys don't have enough positive male role models for literacy. Because the majority of adults involved in kids' reading are women, boys might not see reading as a masculine activity.

Our mission is to motivate boys to read by connecting them with materials they will want to read, in ways they like to read.

1. Make some noise for boys.

We have literacy programs for adults and families. GUYS READ is our chance to call attention to boys' literacy.

2. Expand our definition of reading.

Include boy-friendly nonfiction, humor, comics, graphic novels, action-adventure, magazines, websites, audiobooks, and newspapers in school reading. Let boys know that all these materials count as reading.

3. Give boys choice.

Motivate guys to want to read by letting them choose texts they will enjoy. Find out what they want. Let them choose from a new, wider range of reading.

4. Encourage male role models.

Men have to step up as role models of literacy. What we do is more important than all we might say.

5. Be realistic. Start small.

Boys aren't believing that "Reading is wonderful." Reading is often difficult and boring for them. Let's start with "Here is one book/magazine/text you might like."

6. Spread the GUYS READ word.

Encourage people to use the information and downloads on this site to set up their own chapters of GUYS READ, and get people thinking about boys and reading.

Visit our page of Reading Resources for leads on books about boys and literary and more.

# data[].attributes.attachment_link.description
A lot of boys are having trouble reading. The U.S. Department of Education reading tests for the last 30 years show boys scoring worse than girls in every age group, every year. Eighth grade boys are 50 percent more likely to be held back than girls.

# data[].attributes.attachment_link.description
The statistics are consistent: Young male readers lag behind their female counterparts in literacy skills. This article looks at the social, psychological, and developmental reasons why, and suggests solutions - including the need for more men to become role models for reading.

# data[].attributes.attachment_link.readable_text
Helping Underachieving Boys Read Well and Often. ERIC Digest.
by Schwartz, Wendy

The ability to read well is the most important skill children can acquire. Reading ability and the desire to read vary significantly among groups of children, however. This was demonstrated, for example, by the findings of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), a national study on school readiness that measured children's ability to identify by name uppercase and lowercase letters of the alphabet, associate letters with sounds at the beginning and ending of words, recognize common words by sight, and read words in context. ECLS-K found that on all these measures girls were more proficient than boys, whites more proficient than non-Asian students of color and Latinos, and children from higher socioeconomic (SES) backgrounds more proficient than lower SES children (reported in Coley, 2002). Moreover, the reading gap between whites and students of color frequently widens with age (Coley, 2001).

There are many reasons why some children do not read well and do not like to read, some of which are related to biological and cognitive factors. Other impediments to reading achievement include the use of ineffective teaching strategies and materials; the lack of sufficient and enticing reading resources in schools, communities, and homes; and family habits that do not include reading. This digest provides information on how schools and families can improve the reading skills of native English speaking children, particularly poor elementary school level boys of color. It focuses on ways to increase the time they spend reading and the enjoyment they get from doing so; it does not cover strategies for teaching reading. The recommendations presented below, based on the analysis and experience of experts, have proven to be particularly useful with boys who are most at risk of underachievement but least likely to view reading as an important activity.

HOW BOYS VIEW READING

Boys tend to learn to read at an older age than girls, take longer to learn, and comprehend narrative texts less easily. Boys also value reading less, and see reading as a way to get information rather than as a recreational activity (Simpson, 1996; Smith & Wilhelm, 2002). While researchers differ on whether boys of color see reading as "acting white," and, thus, something to be avoided (Smith & Wilhelm, 2002), one study of African American boys found that they resented activities they defined as schoolwork, believing that they will never benefit from an education (Tanksley, 1995).

READING MATERIALS THAT BOYS LIKE

Boys tend to read a "wider number of genres over a broader range of topics" than girls (Simpson, 1996, p. 272). They are usually most interested in books and periodicals about hobbies, sports, and activities they might engage in, and in informational resources. They like escapism (science fiction, adventure, and fantasy) and humor more than fiction and poetry, and they like to collect series of books (Simpson, 1996; Smith & Wilhelm, 2002).

Reading choices made for boys frequently do not reflect their preferences, since girls are clearer and more vocal about what books they want, elementary school teachers are predominantly women, and mothers rather than fathers select reading materials for their children. Obviously, then, involving boys in the selection process will increase their attentiveness (Simpson, 1996). Further, boys, like all children, want to see characters like themselves sometimes. Therefore, materials should feature people of different ethnicities, races, and backgrounds who live in a variety of types of homes and communities. (One resource for materials of particular interest to African American children is a bibliography produced by the National Association for the Education of Young Children [Brown & Oates, 2001]).

CLASSROOM STRATEGIES FOR INCREASING BOYS' READING

Reading aloud by teachers, guest readers, and students is a valuable classroom activity to which substantial amounts of time should be allotted. It is especially beneficial for boys who may not be reading at other times and need to be introduced to the pleasure that reading provides. Teachers can capture boys' interest by associating the material to be read with their existing knowledge. When they read aloud to boys, teachers can help them to associate sounds with symbols by letting them follow along with the text. Rotating reading materials of different genres allows boys to see the many types of reading materials available--not just novels and textbooks, but also newspapers and magazines, how-to guides, comics, and computer programs--and their multiple uses (Simpson, 1996).

Boys gain confidence in their reading ability when they read aloud in class. Frequent interruptions or corrections undermine this confidence, however. Since teachers correct boys' reading more than girls', they need to be sensitive to the effects of their criticism (McCarthy, Nicastro, Spiros, & Staley, 2001; Smith & Wilhelm, 2002). Additional time for silent reading promotes the independent development of skills and the enjoyment of reading.

Teachers can help boys comprehend reading materials and promote analytical thinking by involving them in class or group discussions. Students can review the content, purpose, and presentation of particular types of books, and how they differ. They can "talk about stories as constructions of the world, not as reflections of it," and can consider whether they empathize with the characters. They can use their imaginations to recast a story using characters of a different sex or ethnicity. Because girls tend to dominate discussions of books, teachers need to take care that boys participate (Simpson, 1996, p. 278).

A library in the classroom stocked with attractive age- and ability-appropriate books encourages boys to pick up one when they have a free moment. Inviting all children to design the library area, and to choose and organize the books, promotes use. Regular visits to the school library show boys a much wider range of reading materials and foster their desire to improve their skills so they can read the more sophisticated material there. Outings to the public library serve the same purpose. Also, getting children library cards encourages future visits with their families (Calkins, 1996).

JOINT STRATEGIES FOR THE SCHOOL, COMMUNITY, AND HOME

Schools, libraries, and community groups can join with families to improve boys' reading. Adults can talk about how reading alone and with friends, looking for books in stores, libraries, and flea markets, giving books as gifts, and sharing what they have learned, makes them happy and helps them relate to others (Calkins, 1997).

More formally, organizations can implement reading programs. They can provide male reading role models of color to help boys develop the habit of reading. Such role models are especially important for boys living in homes without men, and including them in a supplementary education program can help compensate for families that do not read at home. Men can model reading by doing so themselves and reading aloud to children, and by telling children why reading enriches their own lives (Tanksley, 1995). A tutoring program can also employ adult role models. Alternatively, it can pair less proficient readers with more accomplished students who can instinctively select appealing books, articles, and manuals providing instructions for engaging in an activity or constructing a model. Of course, all tutors can use school texts (Tanksley, 1995).

ACTIVITIES FOR PARENTS

Schools can help parents promote their children's reading by communicating that it is important to read to sons (every day, if possible), that they do not have to be well educated to do so effectively, and that schools cannot be solely responsible for their children's education. Schools can direct parents to free sources of reading materials (such as the school itself, libraries, and community organizations) and manage book swaps. They can also encourage parents to allow their children time for reading and provide an inviting place for it. Parents can also be helped to integrate reading with their children naturally into their schedules (Coley, 2002; McCarthy et al., 2001; North Carolina, 1999; Tanksley, 1995).

Parents can model reading, sharing what they have learned, recommending good books, and mentioning what they want to learn from reading in the future. Parents and sons can read together, selecting increasingly difficult materials to help boys improve their skills and promoting positive interactions as they predict what will happen in a story and then discuss what did happen and why. Parents and sons can look up information together both to show the value of reading and to help boys develop problem-solving skills. Parents can take books along on long trips or to places where waiting is anticipated to help boys appreciate the value of reading as recreation. Finally, parents can maintain a reading log with their sons that indicates what, when, and how much the boys are reading. The log keeps parents informed, supports their sons' efforts, and encourages reading together (Calkins, 1996; McCarthy et al., 2001; North Carolina, 1999; Tanksley, 1995).

CONCLUSION

Many enticements compete for children's time, television most especially. For boys, the desire to be physically active can further impede their interest in reading. Therefore it is necessary to help boys select and use reading materials that are as entertaining as television, tap into their special interests and answer their unique questions about the world, and provide information that facilitates their participation in sports and other group activities.

Finally, the reading that boys do should not be dismissed as inconsequential even though it often does not include the novels and other traditional materials usually read by girls. The genres preferred by boys can be equally helpful in their development of reading, thinking, and problem solving skills, and should be considered key resources in their education.

REFERENCES

Brown, J.C., & Oates, L. (2001). Books to grow on: African American literature for young children. Washington, DC: National Association for the Education of Young Children.

Calkins, L.M. (1996, August). Motivating readers: First things first: Planting the seeds for lifelong reading. Instructor, 106(1), 32-33. (EJ 533 473)

Calkins, L.M. (1997, January-February). Motivating readers: Five ways to nurture a lasting love of reading. Instructor, 106(5), 32-33. (EJ 538 525)

Coley, R.J. (2001). Differences in the gender gap: Comparisons across racial/ethnic groups in education and work. Princeton: Educational Testing Service. (ED 451 222)

Coley, R.J. (2002). An uneven start: Indicators of inequality in school readiness. Princeton: Educational Testing Service.

McCarthy, S., Nicastro, J., Spiros, I., & Staley, K. (2001). Increasing recreational reading through the use of read-aloud's. Unpublished manuscript, Saint Xavier University, Chicago, IL. (ED 453 541)

North Carolina State Board of Education, Department of Public Education. (1999). Reading with your elementary child: Tips for parents--grades 3-5. Raleigh: Author. (ED 438 038)

Simpson, A. (1996, December). Fictions and facts: An investigation of the reading practices of girls and boys. English Education, 28(4), 268-79. (EJ 540 728)

Smith, M.W., & Wilhelm, J.D. (2002). "Reading don't fix no Chevys": Literacy in the lives of young men. Portsmouth, NH: Heinemann.

Tanksley, M.D. (1995). Improving the attendance rate for African American male students in an after school reading program through parental involvement, positive male role models, and tutorial instruction. Ed.D. Practicum, Nova Southeastern University, Fort Lauderdale, FL. (ED 394 119)

# data[].attributes.attachment_link.title
Helping Underachieving Boys Read Well and Often. ERIC Digest.

# data[].attributes.attachment_link.description
Provides full-text access to the ERIC Digest of this name dealing with Helping Underachieving Boys Read Well and Often.

# data[].attributes.attachment_link.readable_text
As a young boy, Sanjay Mahboobani was a passionate reader. He travelled through time with Jack and Annie in the Magic Tree House series, and devoured each and every Harry Potter book as soon as it hit the local bookstore.

But as he got older, Sanjay, who lives in Redondo Beach, CA, began to lose interest in reading - he turned away from books along with his trucks, stuffed animals, and other childish things. Now that Sanjay is in high school, he rarely reads for pleasure. "I prefer playing video games or basketball or even hanging out with my friends," he says.

Sanjay is just one example of a trend that education experts are observing with growing alarm: large numbers of boys aren't reading, and this fact is contributing to a daunting achievement gap between boys and girls.

The gender achievement gap

The facts are stark: in every state and in every grade, boys are trailing behind girls in reading, according to a 2010 report by the Center on Education Policy, which called this lag, "the most pressing gender-gap issue facing our schools."

Experts believe this gap is responsible for another disturbing development: as college completion rates continue to rise in this country, young men are not keeping up. Since the early 1990s, college graduation rates have steadily increased for women but remained stagnant for men. Only about 40 percent of college graduates last year were male - a difference that many education experts believe is linked to poor reading habits and literacy skills that boys developed in the elementary and middle school grades.

The lag in boys' reading skills is consistent from the early grades through high school. Since the beginning of the National Assessment of Education Progress in the late 1960s, there has been a gender gap in reading, which is measured at ages 9, 13, and 17.

In 2004, the gap at fourth grade had narrowed to only five points, but then grew back to eight points in 2008. The gap is the largest in high school at 11 points.

While boys today have many more beguiling alternatives to books than they did in the past - including video games, television, and social media - experts say boys' lack of enthusiasm for reading is not a new phenomenon. Sarah Flowers, a librarian for more than 20 years in Santa Clara County, CA, says that she's always found boys more challenging than girls when it comes to finding books that interest them. Journalist Peg Tyre says the issue really began hundreds of years ago. In her book, The Trouble with Boys, she points out that three centuries ago John Locke, "lamented that male students were not able to write as well as female students, and he marveled at how much more easily girls picked up foreign languages."

As boys progress toward college, their reading deficits can hamper their success in other subject areas as well, educators say. Susan Tobia, the assistant vice president for academic affairs at the Community College of Philadelphia, sees the fallout of low reading achievement when boys enter their freshman year of college. Students who have spent less time reading are at a disadvantage when reading becomes a significant part of the program, she says: "College-level classes require critical thinking and reflection, and many of our students are struggling with basic comprehension."

It's not only college courses but our contemporary job market that demands high-level reading and writing skills, Tyre points out. Forty years ago there were plenty of employment opportunities for boys who didn't read or write well. But over the last several decades, jobs for unskilled workers have been outsourced overseas. "There are no illiterate scientists, tech geeks, and engineers," writes Tyre. "Kids can't do well in math and science unless they have a strong grounding in reading and writing. But as educators have been making these grand discoveries - and creating literacy-soaked curricula in response - boys have been losing ground in the very skills we now know are paramount.

Why Johnny doesn't read

Experts cite a number of different factors to explain the crisis of boys and reading.

Today's accelerated academic demands have been hard on boys, who tend to develop more slowly than girls do, according to journalist Richard Whitmire, author of Why Boys Fail: Saving Our Sons from an Educational System That's Leaving Them Behind.

"The world has gotten more verbal; boys haven't," Whitmire writes. "To prepare students for a more sophisticated economy, educators wisely pushed a tougher curriculum down through the grades. Preschoolers today are confronted with challenges first graders faced twenty years ago. On the surface, that makes sense, but educators overlooked the fact that young boys aren't wired for early verbal challenges." As a result, many boys fall behind in the early grades - and never catch up.

Boys' initial developmental delays are often compounded by the way many schools approach reading. As boys reach fourth and fifth grade, the texts that they are reading become more challenging - and no longer have pictures. But boys often don't receive the support they need to understand or interpret what they're reading, so they think they aren't as smart as they used to be and begin to see themselves as non-readers.

At the same time, boys and girls approach reading in fundamentally different ways. Girls are more likely to enjoy relating to characters in books and often equate fiction with reading for pleasure. Boys, on the other hand, "want an immediate function for what they read and learn," says Jeffrey D. Wilhelm, a professor of English education at Boise State University in Idaho. His books on the topic include Reading Don't Fix No Chevys and You Gotta BE the Book. Boys need to feel a sense of competence or developing competence, and if reading doesn't contribute to that then they won't see much point in it. This is part of "staking their identity," according to Wilhelm.

Tobia, for example, noted that her own nephew was a reluctant reader until he wanted to learn how to do magic tricks. Then he couldn't put the instruction manual down.

Reading experts also point out that since the majority of teachers are women, they tend to assign books that are more compelling for girls; meanwhile, boys get negatives messages from parents and teachers alike about the reading material they gravitate toward, which can often be magazines, graphic novels, and books that feature gory scenes or gross humor.

There's also the issue of role models: if a boy's father doesn't read and he's encouraged to read by his mother and by his (mostly female) teachers, he'll likely begin to see reading as something girls do. Overall, women read more than men, according to the Pew Research Center. Women are significantly more likely than men to read fiction: a study by the National Endowment of the Arts found that in 2008, for example, 41.9 percent of men reported reading literature, versus 58 percent of women. (Men are slightly more likely than women to be daily readers of current events, according to the Pew findings.)

By the time boys get to high school, large numbers are lagging behind and losing interest in reading; for many, high school reading requirements are the final straw. Says tenth grader Sanjay Mahboobani, "The huge workload that teachers give us for every book is the root of our hatred of reading."

Wilhelm agrees. "School actually kills engagement in reading for many boys," he says.

The siren song of the screen

Some parents and teachers blame video games for contributing to boys' lower achievement in reading and writing, and now there is some evidence to support that theory. A 2010 study by Robert Weis, a psychology professor at Denison University in Granville, OH, found a link between the use of video game systems and lower reading and writing scores. The research showed that video games were "displacing" other after-school activities that might have had more educational value.

Of course, video games aren't the only electronic entertainment vying for boys' attention. Computers, phones, iPads, and other mobile devices all keep boys connected to games, videos, friends, and other distractions - everything but reading.

Many parents wonder if shutting off the screens would motivate boys to pick up a book instead. Weis' advice to parents is to work toward creating some balance between reading and the activities boys consider more fun.

"I don't think there is much promise in blaming video games," adds Wilhelm. "We have to find out why they are engaging to kids and then bridge from this to other activities that will also be rewarding for them."

Teachers, he suggests, need to adopt a similar approach, and, for example, assign activities and projects related to the book the class is reading, instead of expecting them to enjoy sitting and talking about the book.

Wilhelm also points out that boys "experience video games as stories," and suggests that schools figure out ways to use the games as a resource to get them interested in narrative.

Teens like Sanjay Mahboobani not only find gaming more exciting than reading, they say it's more social, too. "Reading is more of an individual hobby," he says, "and I like to be with a group of people rather than by myself."

Approaching reading in different ways

Some ways to encourage boys to read:

Set an example by being a reader. Jeffrey Wilhelm recommends that parents - especially dads - read a variety of different materials to convey the message that reading is a way to learn about all different aspects of the world.

Don't reject what boys are reading. If boys get a negative reaction every time they open a graphic novel or a book filled with gore or off-color humor, they'll stop opening books altogether. Expand your definition of reading. Magazines, blogs, websites, comic books, and other materials are often more interesting to boys than classic novels because they feature shorter chunks of text, which are more appealing to many boys.

Take advantage of technology. Some boys are more interested in reading if they can use a Kindle or an iPad. Books made for these devices sometimes have interactive features and a boy might not be turned off by the length of the book if he can't actually see the number of pages remaining. Some boys also prefer audiobooks.

Make connections through reading. If a boy is interested in cars or sports, for example, look for articles and books on these subjects, and discuss them with him after he's read them.
Updated: December 6, 2019

# data[].attributes.attachment_link.description
As a young boy, Sanjay Mahboobani was a passionate reader. He travelled through time with Jack and Annie in the Magic Tree House series, and devoured each and every Harry Potter book as soon as it hit the local bookstore.

# data[].attributes.attachment_link.description
The book “The Gutsy Girl” opens with an author’s note that starts, “Dear Gutsy Girl” while all of the drawings inside the book feature girls. But that doesn’t me…

# data[].attributes.attachment_link.readable_text
A huge number of books exist out there, ready and waiting for you to read them. Whether you prefer manga or ancient, epic poems, reading is great for all sorts of reasons.

What follows is a list of highly beneficial books to read in high school (or after!). These are remarkable books- books that made history, books that challenge societal perceptions of the world, and books that are quite simply interesting and moving. The books are presented in alphabetical order, and a short description is given for each book, as well an explanation of why it is worth reading.

Why Is Reading Important?

Why should you read these books? Why should you read at all for that matter? Reading is essential to communication, especially in an era of emails and texting. Beyond even that, though, reading has an array of crucial purposes. It will help improve your grades and test scores. You'll learn about other places, other times, and other cultures. You'll encounter issues you can relate to-issues that speak to you and challenge you to think and feel in new ways. You will grow, empathetically and intellectually. Plus, you'll understand more of the references that crop up all the time in pop culture.

Below are 31 books to read in high school that will help you prepare for college and beyond.

1984 (George Orwell)

This dystopian novel by George Orwell was written 35 years before the date referenced by the title. In this book, Orwell tells a story that warns readers about the possible consequences of complacency in the face of rising dictators (think Hitler and Stalin) and burgeoning technology ripe for misuse. He describes a world where everything is monitored, right down to citizens' thoughts, and where any opposition to the ruling class is punishable by extreme measures. The oft-encountered quote, "Big Brother is watching," finds its origin in this novel.

The Adventures of Huckleberry Finn (Mark Twain)

This sequel to Mark Twain's The Adventures of Tom Sawyer is much graver in nature than its predecessor. There are still plenty of good antics worthy of a laugh, but it concerns itself largely with a young boy's attempt to escape severe family dysfunction and the moral implications of his taking an escaped slave as a companion on his adventure down the Mississippi River. Readers should be warned that the " n-word" is used liberally throughout the novel, which tends to be jarring to many a modern ear.
Mark Twain wants you to read his novel(s).
The Awakening (Kate Chopin)

Set in the Creole culture of the late 1800s, this novel by Kate Chopin details one woman's process of becoming aware of herself. At the time, women were essentially property, and they were expected to act in demure and socially acceptable ways. As the protagonist "awakens" to her emotional and sexual needs, as well as the ultimate truth of her own independence, all sorts of problems ensue. The novel examines the balance between self-respect and selfishness.

The Bell Jar (Sylvia Plath)

This autobiographical novel by poet Sylvia Plath explores the deep, dark reality of mental illness. The protagonist, Esther, a stand-in for Plath herself, is a college student exploring her talents, interests, and sexuality as she descends into an unsettling spiral of mental instability. It is essential for students to understand the seriousness of mental illness as it is so earnestly portrayed in this book.

Black Rain (Masuji Ibuse)

Bless Me, Ultima (Rudolfo Anaya)

This semi-autobiographical novel by Rudolfo Anaya contains a healthy dose of magical realism and is considered a staple of Chicano literature. It combines Spanish, Mexican, and Native American influences, showing openly the ways in which these forces within the protagonist's life come into conflict. Young Antonio is growing up in a world that leaves him with more questions than answers: major questions about life and death, good and evil, and so on. These issues seem too big for his six-year-old mind, and yet he grapples with them valiantly through the end of the novel.
Antonio has lots of questions surrounding his faith traditions.
Brave New World (Aldous Huxley)

In Brave New World, Aldous Huxley explores themes similar to those found in Orwell's 1984. Huxley wrote this novel earlier than Orwell wrote his, and yet both deal with dystopian concepts. In particular, Huxley balances utopian and dystopian interpretations of a world that is highly controlled, easily manipulated, and extremely dysfunctional, ready to fall apart at any provocation. There are insiders of and outsiders to this world, and each character views and interacts with the society in a different light.

Bury My Heart at Wounded Knee (Dee Brown)

Dee Brown covers a lot of historical ground in this book. In it, Brown describes the history of European Americans as they interact with (and slaughter) the Native Americans who already inhabit what they claim as their country. It's an infuriating and accurate tale of mistreatments and abuses, as well as the unfortunate decline of a noble people trying to defend their established way of life. It's essential for students to understand this part of United States history.

The Catcher in the Rye (J. D. Salinger)

This bold and controversial novel by J. D. Salinger centers around ideas including adolescent sexuality and relationships. The protagonist is constantly bouncing around from person to person, place to place, activity to activity. Critics were greatly offended by Salinger's frank discussions of sexual matters and his generally very casual style. This book is an important read in part because of its direct relevance to struggling adolescents and the issues they face.

The Crucible (Arthur Miller)

Arthur Miller wrote this tragic play in the early 1950s. While it is somewhat loosely based on the Salem witch trials of 1692, and while it is likely intended as an allegory to McCarthy's rooting out of suspected Communists at the time of the play's writing, the issues it touches on are much more broadly applicable. This is an important dramatic work on how hysteria, cruelty, and ignorant gullibility destroy communities.

Bonus: Studying The Crucible for school and struggling? Check out ourThe Crucible study guides here!

There are lots of accusations of creepy stuff in The Crucible.

The Diary of a Young Girl (Anne Frank)

Anne Frank's published diary is different from a typical literary work. It's a true account of the life of one Jewish girl during the Holocaust, and, while Anne Frank wrote some passages with publication in mind, others she did not. When the book was first published, many passages that her father, Otto Frank, found too long, unflattering, or inappropriate were excluded. Today, the book is available with all material included. Gaining some understanding of this horrific genocide is crucial to students.

Fahrenheit 451 (Ray Bradbury)

Books are on trial in this astounding work by Ray Bradbury. Set in yet another dystopian future where firemen are employed to burn books and the houses that contain them, Fahrenheit 451 tells the story of a fireman who begins to wonder what books have to offer. This novel is an ode to literacy, and, while it has its tragic moments, it ultimately leaves readers with a message of hope.

Flowers for Algernon (Daniel Keyes)

For Colored Girls Who Have Considered Suicide When the Rainbow is Enuf (Ntozake Shange)
The rainbow contains all sorts of symbolism.
Frankenstein (Mary Shelley)

The Grapes of Wrath (John Steinbeck)

Great Expectations (Charles Dickens)

The Great Gatbsy (F. Scott Fitzgerald)

F. Scott Fitzgerald wrote in The Great Gatsby a novel that in many ways closely reflected his own experience. The decadence of the Jazz Age was, as is revealed in the novel, both enticing for many and revolting for some. The Great Gatsby follows the quest of a wealthy young man to win back the love of his life by extravagant displays of riches and social connections. As the plot builds to its climax, readers, along with Gatsby's simpler, humbler friend and neighbor, are left to ponder the passing of an era in American history.

BONUS: Reading The Great Gatsby for school but finding it hard to keep track of all the characters? We have several study guides that might be able to help, including our guide to all the characters in The Great Gatsby.

The Joy Luck Club (Amy Tan)

Lord of the Flies (William Golding)

The Lord of the Rings and The Hobbit (J. R. R. Tolkien)

As with any work, The Lord of the Rings and The Hobbit are not everyone's cup of tea, but they're hugely rewarding pleasure reading for too many fans to count. Tolkien's masterpieces are more than just pleasure reading, though; the trilogy covers major themes of the epic struggle between good and evil, the necessity of persevering through immensely difficult ordeals, and how to apply mercy. Tolkien asks major questions about those who are evil versus those who are misguided and what we should do when our paths intertwine with any such individuals. The Hobbit is lighter and more kid-focused, but still addresses important themes.

The Odyssey (Homer)

The Odyssey is an epic poem nearly three thousand years old that's attributed to the blind poet Homer. It tells the story of a war hero's ten-year quest to return to his home, wife, and son. He encounters a number of varied setbacks along the way, and the trouble isn't over when he gets home. The Odyssey deals with human interactions with the gods, bringing up questions of righteousness, wrongdoing, and pride as well as ideas of faithfulness and patience.

Odysseus was a fan of the ladies.
Oedipus Rex (Sophocles)

This play by Greek dramatist Sophocles is about a man who inadvertently kills his father and marries his mother. It's dark subject matter, and nothing good comes of it, as you may well suspect. This another example, as in The Odyssey, of the divine tinkering with human lives and the great sin of pride.

One Flew Over the Cuckoo's Nest (Ken Kesey)

Ken Kesey documents in this work the darkest side of mental health care as it existed in the 1960s. While certainly not all mental health care was like what's described in the book, nor is it all like that today, audiences of the novel are aghast that any care might even vaguely resemble the horrors discussed. Despite how disturbing the storyline is, it's important for readers to recognize the vulnerability of this too often overlooked segment of society.
Next up: one of my favorites, William Shakespeare.
Pride and Prejudice (Jane Austen)

Romeo and Juliet or Hamlet (William Shakespeare)

William Shakespeare's Romeo and Juliet is familiar to most people on some level: two teenagers from feuding families fall in love and ultimately sacrifice their lives to their passion. Of all of Shakespeare's works, it's a particularly popular one to read in high school for a variety of reasons. For one thing, it deals explicitly with teenaged love, and, for another, it's a relatively simple plot that's nonetheless action-packed. It also opens with a shameless series of very witty dirty jokes, and such humor is scattered throughout the rest of the show. Then there's the thematic material, which includes obedience, fate, and rash decisions, among others.

As an added bonus, those who read Hamlet may wish to read Tom Stoppard's Rosencrantz and Guildenstern Are Dead. It follows the events of Hamlet from the perspective of two minor and typically much-maligned characters. It's also hilarious, if absolutely weird.

Slaughterhouse-Five (Kurt Vonnegut)
(Not an actual representation of Janie. Same approach to life, though.)
Their Eyes Were Watching God (Zora Neale Hurston)

Things Fall Apart (Chinua Achebe)

To Kill A Mockingbird (Harper Lee)

Harper Lee's To Kill a Mockingbird deals with elements of racism, courage, sympathy, understanding, and hope. It tells the story of a small town where a black man has been falsely accused of raping a white woman. The daughter of the lawyer defending the accused is the main protagonist, and another aspect of the story is her journey from bemused mockery to gentle understanding with regard to an eccentric man in the town. To Kill a Mockingbird rose to prominence during the Civil Rights Movement and remains as potent today as it ever was.

The Ugly American (Eugene Burdick and William Lederer)

Conclusion

If you can read through these 30-odd books before you graduate high school, you'll be in a good shape, from a literary perspective.

Even if you can't read all of them, picking a few would not be a bad place to start. You might start with those that simply sound the most interesting to you, or you could look for themes in the books that relate to what you're learning in school. If you're studying McCarthyism, for instance, maybe try The Crucible; if you're studying the Holocaust, maybe try The Diary of a Young Girl.

These stories are immensely powerful. Some are newer, having instantly won their place in the pantheon of classics, while others have proven themselves by withstanding the test of time.
Open a book, and you'll find all sorts of messages! Usually not in bottles, though.
Readers will find that they resonate with some books more than others, and that's fine; the point is that all of these books have important messages to communicate, and I encourage readers to be open to finding out what those messages are.

What's Next?

A lot of these books may be read or referenced in AP English Lit classes. Check out our guide to AP Literature for tips on preparing for the exam. If you're not sure whether to take AP English Language or AP English Literature, allow us to provide you with some thoughts on the topic.

While we're on the topic of literature, why don't you take a moment to read some recommendations on which English classes you should take during your high school career?

Are you both a reader and interested in becoming a doctor? Then you should definitely take a look at our list of books to read as a pre-med student.

And as a reminder, if you decide to read The Great Gatsby or The Crucible, you can check out our analyses of each to help you along the way!

Thinking ahead to college applications?
If you're a freshman, sophomore, or junior worried about college admissions, our world-class admissions counselors can help. We know exactly what kinds of students colleges want to admit and can make sure your profile shines.

PrepScholar Admissions is the world's best admissions consulting service. We've helped thousands of students get into their top choice schools, from state colleges to the Ivy League.

Join our mentoring program today:

# data[].attributes.attachment_link.title
The 31 Best Books to Read in High School

# data[].attributes.attachment_link.description
Looking for books to read in high school? Check out our 31 excellent ideas to help widen your horizons and prepare for college.