Campbell H Action Research Study

8/2/2019 Campbell H Action Research Study

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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


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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.


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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


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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


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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.


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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


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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


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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


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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


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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,


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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


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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


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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


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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


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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


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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


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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


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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


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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


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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,


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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.


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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


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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.


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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/comprehension


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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.pps


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Appendix A: Parent Consent Letter for Control Classroom


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Appendix B: Parent Consent for Intervention Classroom


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Appendix C: Student Assent Scripts


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Appendix D: Student Assent Form


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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:


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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. ______________________________________________


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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. ______________________________________________


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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. _____________________________________________


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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. ______________________________________________


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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

______________________________________________


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Appendix F: easyCBM Pretest and Posttest


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Appendix G: Pre/Post Test Reading Attitude Survey


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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

Documents

Campbell H Action Research Study