The problems of boys in schools, especially in reading and writing, have been the focus of statistical data, but rarely does research point out how literacy educators can combat those problems. Michael Smith and Jeff Wilhelm worked with a very diverse group of young men to understand how they use literacy and what conditions promote it. In this book they share what they have learned. The authors' data-driven findings explain why boys reject much of school literacy and how progressive curricula and instruction might help boys engage with literacy and all learning in more productive ways.