Abstract

Many students view reading as a chore.  Often the books are teacher chosen and the student is forced to answer an endless amount of comprehension questions.  This study, conducted at a magnet language immersion school in southern California, examines what happens in a third grade classroom when students work in literature circles.  Students worked in student-run groups to discuss books on a weekly basis.  Through classroom observations, interviews, and examination of student work samples, it was found that literature circles helped students to develop a more positive view on reading, read more often, and read at a higher level.  These findings suggest that literature circles may be valuable in helping increase the engagement, enjoyment, and achievement of readers in classrooms everywhere.