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A major educational crisis has been transpiring among fourth and fifth grade boys over the last twenty years (Eliot, 2009; Whitmire, 2010). On average, fourth and fifth grade boys, regardless of racial background or socioeconomic class, are performing below girls, both academically in reading and writing. The Center on Educational Policy reports that boys are approximately ten percent behind girls in reading aptitude and standardized reading tests in all fifty states (Claiborne & Siegel, 2010; Carty, 2010; www.cep-dc.org), with boys continuing to lag behind girls in reading achievement in most countries (Newkirk, 2002; Zambo & Brozo, 2009). This dissertation seeks to examine the degree to which the presence or absence of gender-differentiated English Language Arts resources, curriculum and instructional techniques used with fourth and fifth grade boys can help explain the crisis. The focus is not to create gender-neutral classrooms, but rather to acknowledge the academic, psychological and physical needs of boys, therefore producing gender differentiation with coeducational classrooms. This dissertation focuses on fourth and fifth grade boys because they are at the academic stage at which tasks within English Language Arts instruction, such as reading to learn non-fictional information, become more challenging (Zambo & Brozo, 2009; Gurian, Stevens & Daniels, 2009). The methodology employed examines how fourth and fifth grade boys are unintentionally discriminated against within the elementary school classroom based on the use of several Newbery and Caldecott medal-winning books, Treasures text selections, New York State Standardized English Language Arts test reading and listening passages, as well as the common core state standards within reading, writing, speaking and listening. Each of these English Language Arts artifacts was reviewed for gender appeal using a contextual evaluation tool. The findings indicate that even though the literacy resources used within elementary schools largely meet the criteria to appeal to the boyhood culture, awareness by teachers and administrators must be a priority during the selection. The common core state standards were found to be lacking in gender differentiation; therefore I developed boyhood enhancements that would simultaneously support girls. Still, additional factors contributing to this gender achievement gap in literacy of boys must be further researched. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]