View
220
Download
0
Category
Preview:
Citation preview
8/2/2019 Campbell H Action Research Study
1/45
Running Head: Literature Circles and Reading Comprehension 1
Literature Circles and Reading Comprehension
Effect of Literature Circles on Reading Comprehension
Heather T. Campbell
East Carolina University
8/2/2019 Campbell H Action Research Study
2/45
Literature Circles and Reading Comprehension 2
Abstract
This research study focused on the impact of literature circles on reading comprehension and
reading motivation. The study consisted of 31 second graders belonging to two different
classrooms with two different teachers. The control classroom used a traditional guided reading
approach, while the intervention classroom used literature circles for a six week period. Pre and
post tests were scored and analyzed using a samples t-test. The results indicated no significant
difference in reading comprehension and reading motivation between the two approaches.
However, there was a medium impact with reading motivation with the use of literature circles.
8/2/2019 Campbell H Action Research Study
3/45
Literature Circles and Reading Comprehension 3
Reading comprehension is currently a hot topic in reading education. Many students are
able to read text fluently, yet struggle with comprehension. Educators have been trying to go
beyond phonics and fluency and build comprehension because it is important for students to
construct meaning from text. Determining that a student struggles with comprehension is the
easy part, but, deciding how to help them is much more difficult. There are many research
based methods to help aide reading comprehension so determining the most effective method
could be a challenge. One method for teaching comprehension is implementing literature
circles and having purposeful discussions. Literature circles have become a focus point in many
different research articles in the past several years.
There are many different research studies and articles providing information and support
for literature circles in fourth grade through high school. However, there are much fewer
research articles for this topic for Kindergarten through third grade. The purpose of this
research paper is to determine if literature circles help improve reading comprehension among
second grade students. A literature review that supports that research study follows.
Literature Review
Literature circles have recently become a popular way of promoting literacy. The idea is
for students to become interactive with literature and peers. This interaction is typically
motivating and engaging for students, which helps them build relationships while learning more
about the books they read. There is a plethora of research supporting the idea that literature
circles are an effective method for improving reading comprehension. The research suggests
that students enjoy talking with peers about what they are reading (Jewell & Pratt, 1999). Once
students become more comfortable and confident with literacy discussions, the talks become
more authentic and rich, leading to higher order thinking among students. Discussions also lead
8/2/2019 Campbell H Action Research Study
4/45
Literature Circles and Reading Comprehension 4
to better social skills as students learn appropriate ways to interact with one another and how to
support each others ideas.
When discussing literature circles and the effect on comprehension, it is important to
define both, discuss the importance of effective implementation, and explain how to set up
literature circles in the classroom.
What is comprehension?
One major goal of literature circles is for students to gain a better understanding of text.
In order for teachers to understand how to use literature circles to increase comprehension, it is
crucial for them to know what it means to comprehend. The Merriam-Webster online dictionary
defines comprehension as the capacity for understanding fully (2011). In order for students to
fully comprehend text, they need to be able to talk about it. When a student can hold a rich
discussion about a given text, it shows that they have read and comprehended that text. When
students share these thoughts with each other, it builds deeper meaning for everyone involved.
What are literature circles?
Many researchers agree that one way to foster growth in comprehension is to implement
literature circles (Allen, Moller, & Stroup, 2003; Eeds & Wells, 1989; Jewell & Pratt, 1999;
McIntyre, 2007). In order to use literature circles in the classroom, educators need to be aware
of what it means to be a part of a literature circle. Bolt, Certo, Miller, and Sportsman (2011)
define literature circles as interactive small-group experiences in which children discuss a
common book with other students of diverse reading levels (p.14). Groups of students use a
common book to share thoughts and feelings as well as discuss the meaning. Literature circles
are centered on student discussion that is monitored by the teacher.
Students typically have roles within their group to help them understand the types of
discussions expected of them. According to Daniels (1994) these roles can include a
summarizer, question/discussion leader, connector, illustrator, travel tracer, word wizard, and a
8/2/2019 Campbell H Action Research Study
5/45
Literature Circles and Reading Comprehension 5
researcher. Some models of literature circles have different names for the roles yet they are
typically the same basic jobs. Some literature circles do not have specific roles. This usually
occurs only when the students are comfortable with rich discussions or in older grade levels
(Eeds & Wells, 1989). The roles help students understand the types of discussions to have and
help to scaffold each members job in the discussion group.
Groups should be collaborative and inviting. McIntyre (2007) states that researchers
have shown successful literacy learning can occur when collaborative exchanges are welcome
and when good questions are asked (p.610). The purpose of literature circles is to provide
students with opportunities to read independently and then share their thoughts with each other
concerning what has been read. These discussions offer a different way of promoting literacy
and comprehension.
Why are literature circles important?
In recent years, literature circles have become more prominent in classrooms. Many
research articles show positive effects on comprehension and social skills when implementing
literature circles. (Bolt, Certo, Miller, & Sportsman, 2011; Eeds & Wells, 1989; McIntyre, 2007;).
These research studies have shown a positive increase in comprehension when students were
able to engage in rich discourse during literature circles. Children can learn more by thinking
and talking collaboratively than they can when reading text alone.
During literature circles, students share experiences and thoughts about a common text
which allows them to construct a deeper meaning while reading and responding. McIntyre
(2007) points out how this follows Vygotskys concept of the zone of proximal development.
Vygotsky believed that students can do more when working with others than they can on their
own. By working with peers and teachers, students use literature circles to help them achieve a
level of comprehension that would be difficult to achieve on their own. As students discuss text,
they are building meaning of literature as well as learning more about themselves.
8/2/2019 Campbell H Action Research Study
6/45
Literature Circles and Reading Comprehension 6
Pearson (2010) believes literature circles prompt children to ask new questions, to
wonder and to make connections with their own experiences and with the experience of others
in the group (p.4). This shows the importance of students working collaboratively in order to
share experiences. These shared experiences enable children to make connections with the
texts they are reading. Interactive experiences also leads students to gain a deeper meaning of
a given text. Clarke and Holwadel (2007) state, meaning is not just found in the text or a
readers head but also in the transaction between the text and the reader (p.21). Talking about
text helps foster more in depth thoughts and reactions. These types of discussions can also lead
to students using higher order thinking as their comprehension becomes deeper. Higher order
comprehension skills follow the model of Blooms Taxonomy. These higher order skills reach the
level of inferring and making judgments which is difficult for many struggling readers. Clarke and
Holwadel (2007) mention how literature circles help promote the use of these higher order skills
by using questioning as part of the dialogue process.
Literature circles are very important in creating skillful readers because authentic
discussions about text allow students to predict, summarize, connect, and question. Literature
circles foster each of these aspects of effective comprehension to help students become better
readers.
Setting up effective literature circles in the classroom
In order for literature circles to be a successful literacy activity, teachers must know how
to set them up effectively. According to Clarke and Holwadel (2007) some teachers have
expressed how difficult literature circles can be to set up and implement properly. That same
study even discussed how teachers give up on implementing literature circles because they find
it to be too challenging. Each classroom dynamic is different so it is important for teachers to
understand what works best with their own population. Jennings and Mills (2011) suggest that
some students may need more explicit directions and scaffolding than others throughout the
8/2/2019 Campbell H Action Research Study
7/45
Literature Circles and Reading Comprehension 7
process. Bolt, Certo, Miller, and Sportsman (2011) believe some students may require more
support with holding positive conversations instead of being negative towards their peers. Some
things to consider when planning literature circles are creating a positive learning community,
effective grouping, explicit teaching, and scaffolding. These aspects are crucial for literature
circles to work the way they are meant to.
Positive learning community.
All classrooms should promote a positive and collaborative community throughout the
entire school day. Eeds and Wells (1989) state that it is critical for students to feel free to
express their own thoughts and reactions confidently. Daniels (1994) believes the best way to
create this positive atmosphere is to allow choices and promote discussions with students.
When students feel as though they are an important part of a team or community, they will feel
more comfortable sharing their thoughts with their peers. Literature circles can bring the
reading curriculum to life in powerful ways (Jennings & Mills, 2011 , p. 591). Sharing thoughts
and engaging in rich discourse is vital for literature circles to be effective. The whole idea for
literature circles is for students to talk about text so if students are not talking and sharing
thoughts, then the literature circles are a waste of time. Keefer, Resnick, and Zeitz (2000)
suggest that the quality of discussion will improve as the year progresses. Students need ample
opportunities to practice engaging in dialogue so that this skill will eventually transfer to literature
group discussions.
Grouping.
When forming groups for literature circles it is important for teachers to think about the
interests of their students. Bolt, Certo, Miller, & Sportsman (2011) explain that lower and higher
achieving students can gain valuable skills from the heterogeneous grouping of lite rature circles
(page 16). Daniels (1994) also believes that the heterogeneous groupings allow students to
8/2/2019 Campbell H Action Research Study
8/45
Literature Circles and Reading Comprehension 8
have more opportunities for diverse interactions with peers. Grouping students based on
interests also provides opportunities for students to learn from each other.
Brabham and Villaume (2000) suggest group sizes of four to six for literature circles to be the
most beneficial. Having more than two or three in a group allows for more ideas to be shared.
Also, the groups should not be too big or students will not have enough opportunities to speak
or discussions may only be shared among a few of the group members.
Explicit teaching and scaffolding.
When implementing literature circles it is important for teachers to be explicit with
directions of howto be an active member of a discussion group. McIntyre (2007) states that
students do not know how they are supposed to discuss text if they are never explicitly taught.
Literature circles provide roles for each student in the group. Daniels (1994) explains the
importance of teachers taking the time to model each role before students begin meeting with
their literature circle group. While modeling each role, teachers will need to show students what
the role should look like, sound like, and feel like.
After teachers have given explicit directions for conducting literature circles, their job is not
done. Research has shown that when literature groups begin meeting and discussing a text, it is
up to the teacher to help scaffold the discussions (Clarke & Holwadel, 2007; McIntyre, 2007).
Scaffolding helps students do something they might not be able to do on their own. Allen,
Moller, & Stroup (2003) discuss how teachers should not be the discussion leader but should
offer feedback and support throughout the discussion. McIntyre (2007) conveys the importance
of teachers helping students determine what to discuss and how to share ideas in a positive
manner. The teacher can also ask follow up questions to a literature circle group in order to
determine if they truly comprehend the text they are reading and to check participation.
Conclusion and Implications for Further Research
8/2/2019 Campbell H Action Research Study
9/45
Literature Circles and Reading Comprehension 9
In conclusion, there have been several research studies conducted using literature circles
as a way to promote authentic talk and comprehension in classrooms. Many different research
articles have found that literature circles promote not only comprehension, but positive social
experiences as well. In order to help students use literature circles to become better readers,
teachers must ensure they promote a positive classroom environment, use explicit directions,
and provide scaffolding throughout the year. A plethora of research points out these aspects as
being necessary for a successful literature group to evolve and students to become better
readers. However, most research studies for literature circles focus on older students from
fourth grade through high school. There are few studies with the use of literature circles and
authentic talk for kindergarten through third grade. This study will focus on a second grade
classroom to determine if younger students can be successful in literature circle groups and
build their comprehension skills through authentic discussions. Based on this review of the
literature, the following research question was investigated: What effect do literature circles
have on reading comprehension?
Methodology
This was a quasi-experimental research study using a pre/post test method for assessing
outcomes of literature circles on reading comprehension. Since previous research studies
focused primarily on older students, the participants for this study were second graders.
Participants and setting
This research study was conducted in two second grade classrooms in a high poverty,
Title I, suburban school. This elementary school was located in North Carolina that had 334
students with 83% of students receiving free or reduced lunch.
One classroom was the control group, which used traditional guided reading instuction
while the other classroom, the researchers classroom, implemented literature circles as the
intervention. The control classroom teacher has nine years of experience and holds an
8/2/2019 Campbell H Action Research Study
10/45
Literature Circles and Reading Comprehension 10
undergraduate degree in elementary education. This classroom consisted of nineteen students,
ten girls and nine boys. There were eight white students, seven African American students, and
four Hispanic students in the control classroom. The intervention classroom consisted of a
teacher with an undergraduate degree in elementary education and five years experience. This
classroom consisted of eighteen students, ten boys and eight girls. There were six white
students, eight African American students, and four Hispanic students in the intervention
classroom.
These two classrooms were chosen because the teachers had very similar teaching
styles and they both teach the same lessons each day. Each week the two teachers planned
together and taught the same literacy mini lessons. The two teachers involved also had very
similar personalities. They were soft spoken, laid back, caring, and consistent. This ensured
that when the intervention was implemented, the results should have been fair due to the
similarities in the teachers.
Of the 37 students belonging in the two second grade classrooms, only 31 of these
students will be included in the data analysis. Six of the second graders were not given
permission to be included in the research project. These students still participated in either the
traditional guided reading instruction or the literature circles; however, their data was not
analyzed throughout the research study.
Independent Variable
The independent variable was the type of reading instruction in a second grade
classroom. The independent variable was manipulated to see if implementation of literature
circles had an effect on reading comprehension among second grade students. There were two
levels for the independent variable; small group literature circles and traditional guided reading.
Small group literature circles consisted of the teacher presenting a mini-lesson for fifteen to
twenty minutes in order to teach new comprehension strategies and story elements. Then,
8/2/2019 Campbell H Action Research Study
11/45
Literature Circles and Reading Comprehension 11
students met with their small group to read and discuss a common book during literacy
instruction to build on their comprehension. The traditional guided reading format consisted of
the teacher presenting a fifteen to twenty minute mini-lesson and then literacy centers were
completed by the students. While students were working independently at their center, the
teacher would work with a small group of students on fluency and comprehension.
Dependent Variable
The dependent variable for this research study was reading comprehension. Students in
the intervention classroom focused on comprehension as they discussed books in their literature
circles. Students in the control group also worked to improve comprehension as they engaged
in reading centers. The dependent variable, reading comprehension, will be defined as a score
on the easyCBM assessment for comprehension.
Intervention Procedures
After consent (See Appendix A and Appendix B) and assent forms (See Appendix C and
Appendix D) were obtained and pretesting was completed, the intervention began. The
intervention being used was literature circles and was implemented for 45 minutes each day.
Before students began working in their literature group, the teacher explicitly taught the
purpose and roles of literature circles. While explicitly teaching the rules and procedures, the
teacher also modeled what was expected for the duration of the research study. The teaching
and modeling took place for two weeks prior to the start of the intervention. The modeling
included using the types of discussions expected by the students. This helped students
understand what was expected of them when they began their own literature discussions.
Daniels (1994) emphasizes the importance of grouping students by interests instead of
ability level. Therefore, students in this research study were placed in groups of four to five
based on interests. The researcher allowed the students to choose their own groups and had
three groups of four and one group of five. Two of the groups consisted of the highest readers
8/2/2019 Campbell H Action Research Study
12/45
Literature Circles and Reading Comprehension 12
in the class and had very similar characteristics. The other two groups had much more diverse
academic skills. Each group selected a book from a number of choices provided by the teacher.
The books were chosen from the library based on the lowest reading level and interests in each
group. This helped ensure that the books were an appropriate level for each group member.
Each week, there were at least 4 different books for each group to choose from and students in
each group discussed and decided which book they wanted to read each week. After selecting
a book, each group determined roles for each member including a summarizer, illustrator,
discussion/question director, connector, and word wizard. These roles changed each week so
that each student was given a chance to try out each unique role within their literature group.
The literacy block began with a brief, 15-20 minute mini-lesson about comprehension
strategies and/or story elements. The comprehension strategies included summarizing, asking
questions, making inferences, visualizing, and synthesizing. After the mini lesson, students had
a 45 minute block of time each day to work with their group. They began each session by
reading the selected book independently or as a group. Then, they completed their unique role
using role sheets (See Appendix E) for support. After completing their role sheets, each student
shared thoughts and ideas with their group. They also questioned each other while constructing
meaning about the text they were reading. Twice each week groups met with the teacher for
further questioning/probing to check for understanding of text. During these meetings, students
read one on one with the teacher, discussed strengths and areas for improvement, and were
given feedback on their literature discussions. Some groups required much more support than
other groups. For example, the two higher level groups were involved in deeper discussions
than the other two groups. They did not need as much probing and questioning from the
teacher. However, the other two groups needed quite a bit of support throughout the research
study. The teacher helped them in many different ways which included brainstorming a list of
topics to discuss, providing story maps and graphic organizers, as well as helping them utilize a
8/2/2019 Campbell H Action Research Study
13/45
Literature Circles and Reading Comprehension 13
dictionary to determine the meaning of difficult words. The teacher also allowed these groups to
watch the other groups as they discussed. This provided another chance for modeling which
was beneficial for everyone involved. The four groups met each day for 45 minutes to read and
discuss their chosen books. This continued for the entire six week implementation period.
Data Sources and Data Collection Procedures
This research study used a quasi-experimental with a pre/post test. The easyCBM (See
Appendix F) measure was used to assess reading comprehension. The easyCBM consists of a
short story followed by twelve comprehension questions. The questions were mostly literal, with
only one or two being inferential. These assessments were given to both classrooms by the
researcher involved in the study. The pre test measure was given the first week of January, prior
to the implementation of literature circles. The post test was given in late February after the
conclusion of the six week implementation period. The scores from the pre and post tests were
collected and analyzed at the conclusion of the research study in order to see if the
implementation of literature circles had an impact on reading comprehension.
Students also completed an Elementary Reading Attitude Assessment (Kear, 1990)
before and after the intervention implementation (See Appendix G). This survey consists of
twenty simply worded statements about reading attitudes. Using pictures of Garfield to depict
different emotional states, students selected which emotions closely matched their own reading
attitude. The Garfield survey was used to assess the attitudes of the students involved in the
research study and was given to all assenting participants. Each participant took the reading
attitudes survey prior to the implementation of literature circles (early January) as well as after
the six week implementation period (late February). These responses were analyzed to
determine if literature circles impacted reading motivation among second grade students.
One final instrument for the study was a teacher/researcher log. This log was kept in
order to document observations, anecdotal notes, and reflections during the implementation of
8/2/2019 Campbell H Action Research Study
14/45
Literature Circles and Reading Comprehension 14
literature circles. The researcher maintained this log throughout the duration of the research
study. Each day the researcher wrote down important notes from the mini lesson and literature
circle groups. These notes included what was taught, student reactions to text and discussion,
teacher input, and anything else the researcher deemed important to note. The notes were
used to determine if there were commonalities among participants and to judge the impact of
the intervention among second grade students.
The control classroom teacher continued teaching literacy using a 15-20 minute mini-
lesson on comprehension strategies and/or story elements and guided reading centers for the
remaining 45 minutes. Students in this classroom rotated through five different centers
throughout the week and worked with the teacher in a small group setting twice each week
during this time. This was the normal literacy block for all second grade classrooms within the
school. The intervention classroom used the 60 minute guided reading block to incorporate
literature circles. During this time the classroom teacher presented a 15-20 minute mini lesson
and then students met with their groups to conduct their literature circles. Each group met twice
each week with the teacher to discuss the selected books. After six weeks of implementation,
both classrooms received the same CBM as the post test to determine if literature circle had any
effect on comprehension among second grade students.
Data analysis
The three sources of data collected were analyzed for themes throughout the research.
There was a detailed analysis of the easyCBM scores, motivation survey responses, and
researcher log/notes. First, scores between the pre tests and post tests were compared for both
groups involved. Then, an independent samples t-test was used to analyze data. The t-test data
was used to determine the mean gain scores for both groups of students. It was also used to
determine if there was a significant difference among the two groups involved in the study. The
8/2/2019 Campbell H Action Research Study
15/45
Literature Circles and Reading Comprehension 15
researcher log observations and notes were systematically analyzed and coded for themes
related to the research question.
Validity and reliability or trustworthiness
There were a few validity and reliability issues with this research study. First of all, the
research project took place in two separate classrooms with two different teachers so there
could have been an issue with consistency and dependability. Even though the teachers had
very similar styles, they were still unique in their approach to literacy instruction. Students may
have related more with one teacher than the other which could have caused them to perform
better on assessments. This issue was addressed by ensuring the researcher was administering
all assessments and keeping up with teacher logs.
There were some threats to this study that could also have pose problems for the validity.
For example the research study took place in a transitional elementary school. New students
arrived frequently as other students moved away. This had potential to cause the data to be
skewed along the way. It was critical for data to show new students and which students were no
longer involved in the study. Otherwise, the results may not have been an accurate
interpretation of the intervention. This particular issue was addressed by constant data analysis
and the researcher making note of any changes in participants.
One last threat to the research study dealt with behavioral issues. The control classroom
has more behavior issues than the intervention classroom. This could have posed a problem if
those students were disrupting class and causing the other students to perform poorly during
the literacy block and on assessments. The researcher monitored the situation and made sure
the control classroom teacher was able to remove any major disruptions to continue teaching.
These issues with validity and threats were taken into account as the data was collected
and analyzed throughout the study.
Findings/Results
8/2/2019 Campbell H Action Research Study
16/45
Literature Circles and Reading Comprehension 16
In order to begin analyzing the data, all pre and post test scores from both groups were
entered into an Excel spreadsheet. This way, the mean could be determined for the control
group and intervention group on each assessment. The assessments included in this detailed
analysis were the easyCBM comprehension test and the Garfield Reading Attitude Survey.
After entering all the scores, the averages were calculated. The data showed the control
classroom with a mean of 67.21% on the comprehension pre-test and a mean of 69.64% on the
posttest for comprehension. For the reading attitude survey, the control classroom scored a
48.35% mean on the pretest and a 42.35% mean on the posttest. The intervention group had a
mean score of 73.50% on the comprehension pretest and a mean score of 74.43 on the
comprehension posttest. The pretest mean score for the reading survey was 54.87% and the
posttest was 56.50%. Refer to Appendix H for data tables.
Further analysis of the data was conducted by entering data into an independent t-test
calculator to determine the difference in the mean gain scores and to determine if there was a
significant difference among the two groups involved. This spreadsheet calculator was prepared
by Dr. Del Siegle from the Neag School of Education at the University of Connecticut.
The data analysis concluded that there was a mean gain of 3.71% for the control group
and 5.18% for the intervention group on the reading comprehension test. The data also
reflected a mean gain of -3.14% for the control group and a mean gain of 2.06% for the
intervention group on the reading attitude survey. In addition, the analysis of the t-test
determined that the scores were not significantly different. This indicated that the two groups
did not differ much on the mean gain scores for reading comprehension and the reading attitude
survey. This was determined by the p-value for each assessment. The p-value should be less
than .05 for the results to be considered statistically significant. The p-value for the mean gain
scores on the comprehension assessment was .82, meaning the scores were not significantly
different for reading comprehension. The p-value for the mean gain scores on the reading
8/2/2019 Campbell H Action Research Study
17/45
Literature Circles and Reading Comprehension 17
attitude survey was .13, meaning there was not a significant difference for the attitudes either.
This information is reflected in Appendix H.
Another form of data analysis was searching the researcher log for themes found
throughout the research implementation period. The researcher log was used to collect notes,
observations, reactions, and reflections during the six week intervention. According to the log,
students in the intervention group had a difficult time partaking in meaningful discussions when
literature circles first began in their classroom. After a few weeks, however, most literature
circle groups seemed to be having more in-depth discussions with the text. The log reflected a
positive response to the implementation of literature circles. According to the researcher log,
most students were excited about reading and discussing books in their groups. Furthermore,
the majority of students in the intervention group were hoping to continue literature circles after
the six week implementation period. These same thoughts and reactions were not found in the
control classroom.
Discussion/Conclusions
The purpose of this study was to determine if the implementation of literature circles
would help increase reading comprehension among second grade students. There have been
several similar research studies among older students but not as many for second grade
students. Following the six week implementation period, both classrooms showed a gain in the
mean scores for the reading comprehension test. However, the intervention classroom showed
a higher increase in the mean score. This would make it seem as though literature circles do
have an impact on reading comprehension but since the data analysis did not show a significant
gain, this cannot be suggested at this point. The previous research suggests that literature
circles do help increase reading comprehension when implemented correctly. Bolt, Certo,
Miller, and Sportsman (2011) stated that literature circles not only increase comprehension but
also improve the use of reading comprehension strategies. Furthermore Bolt, Certo, Miller, and
8/2/2019 Campbell H Action Research Study
18/45
Literature Circles and Reading Comprehension 18
Sportsman (2011) believe that literature circles are highly effective when implemented
consistently and effectively. Eeds and Wells (1989) concur that literature circles are an effective
way for students to improve their reading comprehension by explaining the cognitive processes
most necessary for deep level understanding occur only through such interaction with other
people (p. 6). These research studies all suggest that literature circles have a positive impact
on reading comprehension among diverse learners. I do believe that the literature circles
implemented with my research study had a positive impact on reading comprehension as well.
Even though the data does not show a significant gain, I feel that if I continued implementing
literature circles for an extended period of time the results would be more conclusive.
The reading attitude survey had much different results. The control classroom did not
show a mean gain on the reading attitude survey; instead the mean scores decreased from the
pretest to the posttest. The intervention classroom, however, showed a positive mean gain on
this same assessment. Research has suggested that literature circles help increase motivation
to read. Certo, Miller, Moxley, and Reffit (2010) claim literature circles invoke excitement about
reading and discussing among students (p. 253). The same authors shared interview
responses from several students across grade levels claiming they want to read more often after
participating in literature circles. This relates to this research study seeing as how the
intervention group was the only group to show a gain on the reading attitude survey. Students
responded with more positive responses during the post test on the reading attitude survey
confirming that students changed their thoughts on reading. Although the data seems to reflect
a higher gain in the intervention classroom, the detailed analysis did not show a significant
correlation between literature circles and reading comprehension. The data also did not show a
significant correlation between literature circles and a more positive attitude with reading.
The data collected from the researcher log showed patterns of student reactions to the
implementation of literature circles. The log shows many positive quotes from students in the
8/2/2019 Campbell H Action Research Study
19/45
Literature Circles and Reading Comprehension 19
intervention group explaining their joy for reading and responding in this format. Although many
responses from students were positive, some were apprehensive. Even though there seemed
to be significant patterns with positive reading attitudes within the researcher log, it was difficult
to determine if these reactions would continue if the intervention was prolonged.
Regarding reading comprehension, several students were confused with some
comprehension strategies previously modeled while others needed extra support from the
teacher in order to hold meaningful discussions of the text. The themes found throughout the
researcher log, related to comprehension, were deemed inconclusive due to the mixed reactions
of students. Some students seemed to flourish using literature circles for demonstrating
comprehension, while a few were shy or not as responsive as others.
Due to the lack of convincing data, this research question needs to be further explored
among second grade students.
Limitations
There were some limitations to this study, one being the small amount of participants.
There were two classrooms involved in the study, both at the same elementary school. The
results may have been different if there was a larger amount of participants. Also, it would be
important to conduct this research at a variety of locations in order to have a more widely
diverse population of second graders involved.
Another limitation was the use of one comprehension assessment to determine a positive
increase in reading comprehension. The pretest and posttest used in this research study may
not have been the most accurate way of determining if the intervention truly was successful for
students. The students could have performed well on this particular test regardless of the
instruction they received in the classroom.
A final limitation was the length of the implementation period for the study. This particular
study lasted for only six weeks. It was difficult to determine if the implementation of literature
8/2/2019 Campbell H Action Research Study
20/45
Literature Circles and Reading Comprehension 20
circles was more beneficial than traditional guided reading with literacy centers when there were
only six weeks to collect data. Reading comprehension is taught, modeled, and assessed all
year long making it difficult to show significant growth within only a six week time frame.
Implications for Educators
This research study did not show significant gains in reading comprehension or reading
motivation with the implementation of literature circles. It is crucial for educators to continue to
be aware of the ongoing research involving the impact of literature circles on reading
comprehension. It is important for teachers to find effective ways to improve reading
comprehension so students can become successful readers.
Since my data did not show conclusive results, educators may want to try similar
research within their classroom or school in order to see if there is an impact when using
literature circles. My students had no prior knowledge of literature circles so that in itself was a
learning experience for them. I spent a few weeks during the implementation period reminding
students how to engage in meaningful discussions and encourage all members to share
thoughts and ideas. A critical element to how well students are able to participate in literature
discussions is what the teacher does to prepare them (Allen, Moller, & Stroup, 2003, p. 238). If
students had previously had practice with literature circles or if literature circles were modeled
another way, the results may have been different. Also, literature circles may need constant
monitoring so the amount of monitoring throughout implementation could also affect the results.
There are critical components to implementing successful literature circles so
professional development may be needed for educators to feel confident about this method of
instruction. Also, with opportunities for professional development, teachers can share ideas
about classroom implementation and explore meaningful ways to help students with reading
comprehension which was stressed in the research study conducted by Certo, Miller, Moxley,
and Reffitt (2010). The professional development could be done several ways. For instance,
8/2/2019 Campbell H Action Research Study
21/45
Literature Circles and Reading Comprehension 21
there could be full day sessions, half day sessions, consultation sessions, or a mixture of all
types. The professional development would help ensure the appropriate practices being
implemented during literature circles.
Even though my particular study did not yield significant gains, educators can continue to
engage in research or conduct their own to determine the impact literature circles can have on
reading comprehension.
Future Directions for Research
Future research would be helpful when determining if reading comprehension is affected
by the use of literature circles. This study did not show a significant difference between a
traditional guided reading approach and the implementation of literature circles on reading
comprehension. This could be due to many different factors such as the sample size, research
design, and the length of the implementation period.
This study focused primarily on two second grade classrooms in order to determine if the
use of literature circles had an impact on reading comprehension. With only 31 students
involved it is difficult to determine conclusive results. Future research may want to consider a
much larger sample size using students from a wide variety of classrooms in different regions.
Having more students involved with different characteristics could yield different results for the
same research focus.
Another consideration would be to change the research design. For example, different
procedures for modeling, instructing, and conducting literature circles could be used to see if it
makes a difference. In order for a successful research design to be implemented, the process
could include professional development for the educators involved. This would help ensure that
all procedures are followed accurately during the study. Implementing different procedures and
providing professional development could result in a larger impact on reading comprehension.
8/2/2019 Campbell H Action Research Study
22/45
Literature Circles and Reading Comprehension 22
A final consideration would be to extend the length of the implementation period. For this
study, literature circles lasted for a six week period. It is difficult to draw sufficient conclusions
after only six weeks of an intervention. It would be important to provide a longer time frame for
future research. This would allow students to acquire more knowledge on literature circles and
become more successful with reading comprehension. Reading comprehension is ongoing and
is something that should be taught all year. This means it would be difficult to determine if one
particular method of teaching reading comprehension is more effective than others based on a
six week period.
Even though this particular research study did not yield a significant impact on reading
comprehension, future research may show very different results. It is important for research to
continue on the use of literature circles in order to determine the impact it could have on reading
comprehension.
Significance of Evidence Based Research
This study was based on previous research conducted on the same topic of literature
circles. The research was analyzed for common themes in order to determine a beneficial
research design for this study as well as appropriate tools for data collection and analysis. The
research that was analyzed prior to this study was used to help guide me with procedures for
modeling literature circles, setting up an appropriate classroom environment, and coaching
techniques during group discussions. Without the use of evidence based research, it would
have been difficult to determine the appropriate steps to conducting this particular study. Many
previous research studies showed a strong correlation between the use of literature circles and
increased reading comprehension among older students. This particular research study was
conducted to see if the same results would be seen among second grade students for a six
week implementation period.
Reflection
8/2/2019 Campbell H Action Research Study
23/45
Literature Circles and Reading Comprehension 23
This research study provided an important learning experience for me. This was my first
time completing the entire process of implementing research and analyzing the data collected
from the research which was an eye-opening experience. I could not believe the amount of
research available on reading comprehension which made me realize the importance of staying
abreast of ideas shared by researchers. I believe all teachers should stay aware of the ever
changing research in order to help students be successful.
While implementing this research study, I learned a great deal about myself as a teacher,
leader, and researcher. This project helped me understand the process of implementing
research and using the information gained to make research based decisions in the classroom.
During the research project I was able to determine effective strategies to help my students with
reading comprehension and motivation. I believe an effective teacher and leader continues to
study research for common themes to determine what is best for students and sharing this
information with colleagues to help them improve as well. I also learned that I need more
practice analyzing statistical data. This part of the research study was the most difficult for me.
I spent many hours researching how to conduct a detailed analysis of the data and also had to
ask friends and colleagues for advice. It was also difficult when the results were inconclusive.
That wasnt surprising to me considering it was only a six week implementation period; however,
it made it difficult to discuss any conclusions.
Overall, this research study taught me a lot about my students and myself. I want to take
what I have learned and use it to improve as a teacher, leader, and researcher. I will also share
what I have learned with my colleagues in order to help them improve their practice as well.
8/2/2019 Campbell H Action Research Study
24/45
Literature Circles and Reading Comprehension 24
References
Allen, J., Moller, K. J., Stroup, D. (2003). Is this some kind of soap opera?: A tale of tworeaders across four literature discussion contexts. Reading and Writing Quarterly, 19,225-251. doi: 10.1080/10573560390196816
Bolt, S.E., Certo, J. L., Miller, J. A., & Sportsman, E. L. (2011). Literature circles: Social andleadership development among at-risk students. School Psychology Forum: Research inPractice, 5(1),13-28.
Certo, J., Miller, J. A., Moxley, K., & Reffitt, K. (2010). I learned how to talk about a book:Childrens perceptions of literature circles across grade and ability levels. LiteracyResearch and Instruction, 49(3),243-263. doi: 10.108019388070902947352
Clarke, L. W. & Holwadel, J. (2007). Help! What is wrong with these literature circles and howcan we fix them? The Reading Teacher, 61(1),20-29. doi: 10.1598/rt.61.1.3
Comprehension. (2011). In Merriam Webster Online Dictionary. Retrieved October 6, 2011, fromhttp://www.merriam-webster.com/dictionary/comprehension
Daniels, H. (1994). Literature circles voice and choice in the student-centered classroom. York,Maine: Stenhouse Publishers.
Eeds, M. & Wells, D. (1989). Grand conversations: An exploration of meaning construction inliterature study groups. Research in the Teaching of English, 23(1), 4-29
Goudvis, A. & Harvey, S. (2007). Strategies that Work. Stenhouse Publishers.
Jennings, L. & Mills, H. (2011). Talking about talk: Reclaiming the value of power of literaturecircles. Reading Teacher, 64(8),590-598. doi: 10.1598/rt.64.8.4
Jewell, T.A. & Pratt, D. (1999). Literature discussions in the primary grades: Childrensthoughtful discourse about books and what teachers can do to make it happen. TheReading Teacher, 52(8),842-850.
Keefer, M. W., Resnick, L. B., & Zeitz C. M. (2000). Judging the quality of peer-led studentdialogues. Cognition and Instruction, 18(1),53-81.
Mcintyre, E. (2007). Story discussion in the primary grades: Balancing authenticity and explicit
teaching. Reading Teacher, 60(7),610-620. doi: 10.1598/RT.60.7.1
Pearson, C. (2010). Acting up or acting out? Unlocking childrens talk in literature circles.Literacy, 44(1), 3-11. doi: 10.1111/j.1741-4369.2010.00543.x
Siegle, D. (2002). An introduction to t-tests [Powerpoint slides]. Retrieved fromhttp://www.gifted.uconn.edu/siegle/research/t-test/ttest.pps .
http://www.merriam-webster.com/dictionary/comprehensionhttp://www.merriam-webster.com/dictionary/comprehensionhttp://www.gifted.uconn.edu/siegle/research/t-test/ttest.ppshttp://www.gifted.uconn.edu/siegle/research/t-test/ttest.ppshttp://www.gifted.uconn.edu/siegle/research/t-test/ttest.ppshttp://www.merriam-webster.com/dictionary/comprehension8/2/2019 Campbell H Action Research Study
25/45
Literature Circles and Reading Comprehension 25
Siegle, D. (2002). Using excel for t-tests calculations [Powerpoint slides]. Retrieved fromhttp://www.gifted.uconn.edu/siegle/research/t-test//ReadingT-testwithExcel.pps
Siegle, D. (2010). Dr. Del Siegle's Excel T-test Spreadsheet. Retrieved fromhttp://www.gifted.ucon.edu/Siegle/research/t-test/tTestExcel.xls
http://www.gifted.uconn.edu/siegle/research/t-test/ReadingT-testwithExcel.ppshttp://www.gifted.uconn.edu/siegle/research/t-test/ReadingT-testwithExcel.ppshttp://www.gifted.ucon.edu/Siegle/research/t-test/tTestExcel.xlshttp://www.gifted.ucon.edu/Siegle/research/t-test/tTestExcel.xlshttp://www.gifted.ucon.edu/Siegle/research/t-test/tTestExcel.xlshttp://www.gifted.uconn.edu/siegle/research/t-test/ReadingT-testwithExcel.pps8/2/2019 Campbell H Action Research Study
26/45
Literature Circles and Reading Comprehension 26
Appendix A: Parent Consent Letter for Control Classroom
8/2/2019 Campbell H Action Research Study
27/45
Literature Circles and Reading Comprehension 27
Appendix B: Parent Consent for Intervention Classroom
8/2/2019 Campbell H Action Research Study
28/45
Literature Circles and Reading Comprehension 28
Appendix C: Student Assent Scripts
8/2/2019 Campbell H Action Research Study
29/45
Literature Circles and Reading Comprehension 29
Appendix D: Student Assent Form
8/2/2019 Campbell H Action Research Study
30/45
Literature Circles and Reading Comprehension 30
Appendix E: Student Role Sheets
Awesome Artist
The Awesome Artist draws a picture that represents a part of the
book or chapter. You may draw something that shows:
setting
conflict
prediction
charactersolution
an interesting event
Caption:
8/2/2019 Campbell H Action Research Study
31/45
Literature Circles and Reading Comprehension 31
Clever Connector
The Clever Connector is responsible for making connections about
the story or chapter.
Text to self:
I relate to the story because..
I felt like the character when..
I could understand when.
Text to text:
The Character/setting/problem/theme/illustrations remind me of
another book.
Connections:
1._____________________________________________
2. ______________________________________________
3. ______________________________________________
8/2/2019 Campbell H Action Research Study
32/45
Literature Circles and Reading Comprehension 32
Quick Questioner
The Quick Questioner is responsible for asking questions related to
the assigned reading. Questions may start with the following
prompts:
Suppose
What caused.
What would happen if.
How.
I wonder.
What might.
Why did.If.
Questions:
1.______________________________________________
2. ______________________________________________
3. ______________________________________________
8/2/2019 Campbell H Action Research Study
33/45
Literature Circles and Reading Comprehension 33
Super Summarizer
The Super Summarizer retells the main events of the story or
chapter.Remember to use complete sentences and check for spelling.
The main events in order are:
1.
____________________________________________
2. ______________________________________________
3. ______________________________________________
4. _____________________________________________
5. _____________________________________________
8/2/2019 Campbell H Action Research Study
34/45
Literature Circles and Reading Comprehension 34
Vivid Visualizer
The Vivid Visualizer brings the story to life by writing about what
they visualized during the reading. Start responses with:
I visualized.
I could feel.
I could picture.
I could hear.
I imagined.
I could smell.I could taste.
Visualizations:
1.____________________________________________
2. ______________________________________________
3. ______________________________________________
8/2/2019 Campbell H Action Research Study
35/45
Literature Circles and Reading Comprehension 35
Word Wizard
The Word Wizard notices the word choice used by the author. You
may recognize words that are:
Funny
Different
Descriptive
Emotional
Interesting
Unknown
Record the word, the page number, and the reason for choosing the
particular word. If the meaning is unknown, please look up the
definition in the dictionary.
Word
Page Number
I chose this word because
______________________________________________
8/2/2019 Campbell H Action Research Study
36/45
Literature Circles and Reading Comprehension 36
Appendix F: easyCBM Pretest and Posttest
8/2/2019 Campbell H Action Research Study
37/45
Literature Circles and Reading Comprehension 37
8/2/2019 Campbell H Action Research Study
38/45
Literature Circles and Reading Comprehension 38
8/2/2019 Campbell H Action Research Study
39/45
Literature Circles and Reading Comprehension 39
8/2/2019 Campbell H Action Research Study
40/45
Literature Circles and Reading Comprehension 40
Appendix G: Pre/Post Test Reading Attitude Survey
8/2/2019 Campbell H Action Research Study
41/45
Literature Circles and Reading Comprehension 41
8/2/2019 Campbell H Action Research Study
42/45
Literature Circles and Reading Comprehension 42
8/2/2019 Campbell H Action Research Study
43/45
Literature Circles and Reading Comprehension 43
8/2/2019 Campbell H Action Research Study
44/45
Literature Circles and Reading Comprehension 44
8/2/2019 Campbell H Action Research Study
45/45
Literature Circles and Reading Comprehension 45
Appendix H: Pre/Post Test Mean Scores for Comprehension and Reading Attitudes
Group Pre-test Mean(Comprehension)
Post-test Mean(Comprehension)
Pre-test Mean(Reading Survey)
Post-test Mean(Reading Survey)
Control 67.21% 69.64% 48.35% 42.35%
Intervention 73.50% 74.43% 54.87% 56.50%
Assessment Type P-Value for mean gain scores
Reading Comprehension .82
Reading Attitudes .13
Recommended