Background and Review of Related Literature

Theory
In early grades (kindergarten through third), students are taught skills and strategies that
will help them understand what they read. The Alabama Reading Initiative (2008) identifies
phonemic awareness, phonics, vocabulary, fluency, and comprehension as the five components
of effective reading instruction in grades K-3. Moreover, ARI states that the overall goal of
reading instruction is to produce skillful readers, or students who are able to apply these skills
independently while reading (2008).
During upper elementary school years, students begin applying the skills and strategies to
understand, or comprehend, what they read. Harvey and Goudis (2000) contend that reading
encompasses both decoding and the making of meaning (p. 5). Students should think when
they read, develop an awareness of their thinking, and use strategies that help them comprehend
(Harvey & Goudis, 2000, p.5). One of the largest problems that teachers face is ensuring that
students are not only exposed to comprehension strategies, but are also able to apply them while
reading. Thus, teachers need to employ methods that are sure to increase students ability to
apply comprehension strategies.
Studies Directly Related
Research shows that when students are motivated to read, their comprehension also
increases (Daniels, 2006). Daniels (1994) stated that kids who read on their own, who read
books they have chosen for themselves, become the strongest readers (p.10-11). Thus, literature
circles, as opposed to basal readers, are increasingly being used in classrooms to enhance
students motivation for reading while also increasing their comprehension.

Even in primary grades, students develop better understanding of text as they discuss the
meaning of what they read (McIntyre, 2007). In one study, for example, two very skillful and
experienced teachers participated in a study that was conducted to assess the relationships
among curriculum, instruction, and student development in rural classrooms serving students of
poverty (McIntyre, 2007, p.611). The teachers, who taught students in grades one through
three, were expected to implement five standards, including teacher-student collaboration,
language development, making real life connections between the students lives and school,
teaching higher order thinking, and using dialogue to teach. The teachers were videotaped as
they began to implement the standards. Throughout the study, the teachers used several
strategies to guide students into talking about books. By the end of the study, however, the
students were able to discuss books without as much scaffolding and support from their teachers
(McIntyre, 2004).
Literature circles have also been successful in poor, urban areas. In a study conducted at
an elementary school located in an impoverished area, 16 African American students, who
represented the 27 students in the fourth grade class, were participants in the research. Students
were presented with three stories, all related to the same topic. Based on the students selections
of which story they wanted to read, three literature circles, three to four students in each, were
formed. After reading the selected books, the students and teachers met for four sessions. Each
time, the teacher used engagement strategies to allow students to interact with the text and hold
meaningful discussions. Long and Grove (2004) reported that when students were actively
engaged in text through questioning, investigating, and problem solving, they were better able to
connect with, or understand, the text they had selected to read and discuss in their small groups.

Not only are literature circles beneficial for areas of low socio-economic status, but,
according to previous studies, they are also favorable with students of different cultures. Schools
are facing an increased enrollment of students who speak other languages. In some cases, the
only time English Language Learners (ELL students) hear or speak the English language is
during school hours; parents and siblings at home oftentimes only speak their native language.
Thus, it is imperative that teachers use instructional methods that reach ELL students as well. In
another study that was conducted to assess the effectiveness of literature circles in increasing
classroom participation and reading comprehension of ELL students, a fourth grade class of 24
students, five of which were ELL, completed pre- and post-surveys that were used to measure
students attitudes toward reading. The surveys also collected data on the students preferences
for books they like to read on their own. Additionally, the students completed pre- and posttests to assess their reading accuracy and comprehension levels. During this study, the teacher
provided students with a brief overview of the books from which they could choose to read.
Students were grouped based on their book selections. Students read the books and completed
response journals and projects that were all shared and discussed in literature circles. Carrison
and Ernst-Slavit (2005) reported that prior to the implementation of literature circles, ELL
students rarely participated in classroom discussions. As the students began to participate in
literature circles, however, they began to participate more. By the end of the study, not only had
students motivation and attitudes toward reading improved, but reading comprehension had also
increased significantly.
Likewise, Lin (2004) reported increased comprehension as one of the benefits of
literature circles:

in literature circles students have opportunities to create connections between texts and
personal experiences, to listen to various interpretations presented by others, as well as to
monitor and take ownership of their own learning through discussion and sharing with
each other, thereby deepening their understanding and heightening their enjoyment of the
texts (p.24).
A review of literature indicates that literature circles are an effective instructional method
that teachers can use to increase students reading comprehension. Students must be actively
engaged in book discussions where they are able to pose questions, share personal feelings and
ideas, and complete extension activities that involve higher-order thinking skills. By being
engaged in literature circles, students become involved as they choose what books they want to
read, discuss those books with others who are also interested, and make and share connections.
Not only will students enjoy reading, but they will also enhance their understanding as they
apply skills such as comprehension, accuracy, fluency, and expand vocabulary (Boushey &
Moser, 2009). All of these skills are employed as students interact with the text and other
students to create meaning, thereby strengthening comprehension.
Studies Tangentially Related
Basal series are considered to be a traditional method of reading instruction. Like
literature circles, however, basal readers can also be used to teach comprehension skills and
strategies. Such reading programs oftentimes utilize worksheets as students practice applying
skills and strategies (Pincus, 2005). When using a basal series to guide instruction, students read
the same text but with differentiated instruction. Discussion of the text is differentiated based on
students reading levels by which they are grouped.

Literature circles and basal readers are both instructional methods aimed at a common
goal improving reading comprehension. Both methods have pros and cons, but the question
posed during this research study seeks to find which method is better.