Reading literacy is one of the key competencies in modern society, enabling access to information, the development of critical thinking, and successful functioning in various contexts. Despite its importance, numerous studies indicate persistent gender differences in reading competencies, with female students generally achieving better results than male students. The purpose of this study is to analyze the reasons for these differences and examine didactic approaches that could improve reading skills, particularly for boys.

The research is based on an analysis of existing studies, such as PISA and PIRLS, as well as a review of literature on pedagogical strategies for reading literacy development. Findings reveal that girls read for pleasure more frequently, show greater interest in literary texts, and develop better metacognitive strategies for reading. In contrast, boys often struggle more with understanding complex texts, read for enjoyment less frequently, and are more likely to resist traditional literary texts.

One of the key findings of this study is that gender differences in reading literacy can be mitigated through adapted didactic strategies. Among these, visual approaches, such as the use of graphic organizers, have proven particularly effective in helping students structure information and enhance text comprehension. Experiential learning, which includes active and practical activities, has also been shown to be more engaging for boys. Additionally, teachers can improve boys' reading competencies by selecting texts that align with their interests, such as comics, adventure and humorous literature, and informational texts.

The study highlights that traditional approaches to teaching reading often fail to account for individual differences among students and do not fully utilize the potential of modern pedagogical methods. Instead of a uniform approach to developing reading literacy, a differentiated instruction model should be implemented, allowing for greater flexibility in content selection and teaching strategies. One successful model mentioned in the study is the use of comics and visual elements, which enhance student engagement and improve text comprehension. Comics, as a combination of visual and textual elements, facilitate a deeper understanding of narratives by encouraging multiperspectivity and greater immersion in the storyline.

Practical implications of this research suggest that teachers can significantly improve boys' reading skills and reduce gender disparities in literacy through tailored approaches. Educators and curriculum developers must recognize the importance of adaptive teaching and the need for innovative approaches that ensure equal development of reading literacy for all students.

This study contributes to the understanding of reading literacy as a complex process affected by socialization, motivation, and pedagogical factors. It emphasizes the importance of differentiated instruction and the need for further empirical research to more precisely define effective approaches for improving reading competencies. The results indicate that the systematic use of innovative didactic methods can significantly reduce gender disparities in reading and contribute to a more equitable educational system.

Keywords: Reading literacy, gender differences, teaching strategies, visual learning, differentiated instruction.