Why We’re Here

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There is tremendous research showing that boys do not read to the same level as girls in elementary school. The risks to boys who lack strong literacy skills reads like a recipe for failure.

Girls, while they tend to outperform boys in core literacy skills during the primary school years, are also subject to risks as they mature.

We’re here to help promote the development of fully-developed boys and girls, showing them by example that reading and learning are as cool as a jump shot, a slap-shot, a home run or a touchdown. And that you can’t master your game if you don’t master ALL of the skills.

OUR HISTORY

The Big League Book Club (BLBC), an Ontario Registered Not For Profit, began in 2007 as a literacy based basketball and youth program for boys in the Toronto District School Board (TDSB). Conceived by TDSB Principal Kevin Battaglia and Former TDSB Trustee Patrick Rutledge, BLBC’s goal has evolved is to facilitate literacy and life skills in young boys and girls using sport and professional athletes and role models as the motivation.

Sport and pro athletes attract the children, but our focus is on getting them reading—and enjoying it—while imparting to them some positive sport and life skills.

In 2009, we partnered with Toronto Raptor DeMar DeRozan to launch DeMar’s Slam Dunk Book Club, a program originally conceived with former Raptor Chris Bosh. Since DeMar came on board, the program has flourished, in large part due to his personal belief in the importance of learning and academics to developing kids’ full potential.

The books we select are specifically chosen to interest boys and girls and are specific to grade level and ability. Players are required to read and report on a minimum of four to eight books (depending on grade level), and write a one to two-page report on each.

In 2013, we introduced a curriculum piece on comic books, recognizing that fantasy plays a significant role in a love of stories and reading for boys in particular. The Toronto District School Board provides us with teaching assistance from the Continuing Education Department and research and data feedback on the performance of the students who have registered in our program each year.

Now, Big League operates the DeMar Slam Dunk Book Club, Rule7, and Academy camps as extra-curricular programs designed to complement in-school literacy programs.

Due to demand from kids and parents to develop ‘next level’ programming, we have developed Rule7, a unique urban youth club for kids in grades 7 to 10. The Rule7 program provides kids with a positive peer network and exposes them to a wealth of advanced opportunities including financial literacy, guest speakers and instructors from the pro sport, music, and arts industry, and the opportunity to participate in our mentorship program, coaching and reading with younger kids. Over the next few years, we hope to expand this program to include youth employment opportunities and co-ops to kickstart their futures.

Basketball is the practice. Life is the game.

THE STATS ON KIDS & READING

In 2000, 2003, 2006, 2009 and 2012, there were statistically significant differences between the estimated average reading scores of 15-year-old boys and girls; scores were 28 to 35 points higher for girls than for boys in all five years. In 2012, the score for girls was 542, compared to 514 for boys.

Note: Although it is possible to compare results from the 2000, 2003, 2006, 2009 and 2012 PISA assessments, small differences should be interpreted with caution due to changes in assessment frameworks and possible measurement errors.

_{Source: Statistics Canada, Human Resources and Skills Development Canada and Council of Ministers of Education, Canada. Measuring up: Canadian Results of the OECD PISA Study, The Performance of Canada’s Youth in Mathematics, Reading and Science, for 2000: Table 1.17 Average Reading Scores by Gender; for 2003: Table B2.4 Gender differences for provinces and countries: READING; for 2006: Table B.3.2 Mean score and gender differences in student performance: Reading and mathematics; for 2009: Table B.1.20 Estimated average scores and gender differences in student performance: Combined reading and reading subscales, Ottawa, Catalogue no. 81-590-XPE, 2001, 2004, 2007 and 2010; for 2012: Council of Ministers of Education, Canada and Employment and Social Development Canada. Measuring up: Canadian Results of the OECD PISA Study, The Performance of Canada’s Youth in Mathematics, Reading and Science, 2012 First Results for Canadians Aged 15, Table B.2.11 Estimated average scores by gender for Canada and the provinces: Print reading, digital reading and composite reading, Ottawa, 2013.}