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The critical role of accountability on schools has intensified the need to understand the impact of intervention strategies and best practices on literacy. Of particular concern is the underachievement of boys and identifying the learning differences between boys and girls. Examined in this quantitative study were the strategies and practices implemented by Blue Ribbon and Gold Star school educators to increase the literacy skills of primary-aged boys. Strategies and practices were determined through a Likert scale survey distributed to six Missouri Blue Ribbon and Gold Star schools and an equal number of schools that were not meeting Adequate Yearly Progress. The survey was designed to collect information regarding the strategies and practices perceived as effective in improving the achievement of fourth grade boys in literacy and discovers the underlying reasons boys underachieve in this area. Recipients were prompted to choose the top 10 strategies and practices, in the area of communication arts, from a list of several criteria.

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Dr. Helen Finley is currently an Instructor for the Institute for Multi-Sensory Education. Educational studies have resulted in a Ed.d, an Ed.S, in Curriculum and Administration, a M.S. in Special Reading, a M.S. degree in Music Education, and a B.S. degree in Music Education.

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