Research on Literature Circles and other Group Discussions
Almasi, J.F. (1995). The nature of fourth graders' sociocognitive conflicts in
peer-led and teacher-led discussions of literature. Reading Research Quarterly, 30,
314-351.
Almasi, J.F., Arya, P., & O’Flahavan, J.F. (2001). A comparative analysis of
student and teacher development in more and less proficient discussions of
literature. Reading Research Quarterly, 36, 96-120.
Almasi, J.F., McKeown, M.G., & Beck, I.L. (1996). The nature of engaged
reading in classroom discussions of literature. Journal of Literacy Research, 28, 1,
107-146.
Alvermann, D. (1996). Peer-led discussions: Whose interests are served?
Journal of Adolescent & Adult Literacy, 39, 4, 282-289.
Alvermann, D., Young, J.P., Weaver, D., Hinchman, K.A., Moore, D.W.,
Phelps, S.F., Thrash, E.C., & Zalewski, P. (1996). Middle and high school
students’ perceptions of how they experience text-based discussions: A multicase
study. Reading Research Quarterly, 31, 3, 244-267.
Commeyras, M. & Sumner, G. (1996). Literature discussions based on
student-posed questions. Reading Teacher, 50, 3, 262-265.
Evans, K.S. (1996). A closer look at literature discussion groups: The
influence of gender on student response and discourse. New Advocate, 9, 3, 183196.
Evans, K.S. (1996). Creating spaces for equity? The role of positioning in
peer-led literature discussions. Language Arts, 73, 3, 194-202.
Evans, K.S., Alvermann, D., & Anders, P.L. (1998). Literature discussion
groups: An examination of gender roles. Reading Research and Instruction, 37, 2,
107-122.
Eeds, M. & Wells, D. (1989). Grand conversations: An exploration of
meaning construction in literature study groups. Research in the Teaching of
English, 23, 4-29.
Farinacci, M. (1998). “We have so much to talk about!”: Implementing
literature circles as an action-research project. The Ohio Reading Teacher, 32, 2, 411.
Keefer, M.W., Zeitz, C.M., & Resnick, L.B. (2000). Judging the quality of
peer-led student dialogues. Cognition and Instruction, 18, 1, 53-81.
Lehman, B.A. & Scharer, P.L. (1996). Reading alone, talking together: The
role of discussion in developing literary awareness. Reading Teacher, 50, 1, 26-35.
Lehman, B.A. & Scharer, P.L. (1996). Teachers’ perspectives on response
comparisons when children and adults read children’s literature. Reading Research
and Instruction, 35, 2, 142-152.
Lewis, C. (1997). The social drama of literature discussions in a fifth/sixth
grade classroom. Research in the Teaching of English, 31, 2, 163-204.
McMahon, S.I. & Goatley, V.J. (1995). Fifth graders helping peers discuss
texts in student-led groups. Journal of Educational Research, 89, 1, 23-34.
O’Flahavan, J.F. (1995). Teacher role options in peer discussions about
literature. Reading Teacher, 48, 4, 354-356.
Raphael, T.E. & McMahon, S.I. (1994). Book club: An alternative
framework for reading instruction. Reading Teacher, 48, 2, 102-116.
Scharer, P.L. & Peters, D. (1996). An exploration of literature discussions
conducted by two teachers moving toward literature-based reading instruction.
Reading Research and Instruction, 36, 1, 33-50.
Short, K.G., Kaufman, G., Kaser, S., Kahn, L.H., & Crawford, K.M. (1999).
“Teacher-watching”: Examining teacher talk in literature circles. Language Arts,
76, 5, 377-385.
Smith, M.W. (1996). Conversations about literature outside classrooms:
How adults talk about books in their book clubs. Journal of Adolescent & Adult
Literacy, 40, 3, 180-186.
Smith, S.A. (2000). Talking about “real stuff”: Explorations of agency and
romance in an all-girls book club. Language Arts, 78, 30-38.
Villaume, S.K. & Hopkins, L. (1995). A transactional and sociocultural view
of response ina fourth-grade literature discussion group. Reading Research and
Instruction, 34, 190-203.
Practice Articles
Brabham, E.G. & Villaume, S.K. (2000). Continuing conversations about
literature circles. Reading Teacher, 54, 3, 278-280.
Burda, K. (2000). Living and learning: A four-year journey into literature
circles. Primary Voices K-6, 9, 1, 17-23.
Burns, B. (1998). Changing the classroom climate with literature circles.
Journal of Adolescent & Adult Literacy, 42, 2, 124-129.
Bruce, H. (2003). Hoop dancing: Literature circles and Native American
storytelling. English Journal, 93, 1, 54-59.
Chandler, K. (1996). “Make it more real”: Book groups, “Make Lemonade,”
and the school nurse. ALAN Review, 24, 1, 16-19.
Conry, C.E. (1997). A student teacher’s experiences structuring literaturebased discussions. English Journal, 86, 8, 82-85.
Crapse, L. (1995). Helping students construct meaning through their own
questions. Journal of Reading, 38, 5, 389-390.
Daniels, H. (2002). Expository text in literature circles. Voices from the
Middle, 9, 4, 7-14.
Daniels, H. (2003). How can you grade literature circles? Voices from the
Middle, 11, 1, 52-53.
Dickinson, J. (1995). Talk and picture books in intermediate classrooms.
Primary Voices K-6, 3, 1, 8-15.
Dugan, J. (1997). Transactional literature discussions: Engaging students in
the appreciation and understanding of literature. Reading Teacher, 51, 2, 86-96.
Dyer, J., Conley, T., & Lovedahl, A. (2000). Talking about books right from
the start: Literature study in first, second, and third grade. Primary Voices K-6, 9,
1, 27-33.
Eeds, M. & Peterson, R. (1997). Literature studies revisited: Some thoughts
on talking with children about books. New Advocate, 10, 1, 49-59.
Finke, J. & Edwards, B. (1997). Teacher education students’ insights from
intergenerational literature circles. Journal of Teacher Education, 48, 5, 367-378.
Gavelek, J.R. & Raphael, T.E. (1996). Changing talk about text: New roles
for teachers and students. Language Arts, 73, 3, 182-192.
George, M.A. & Stix, A. (2000). Using multilevel young adult literature in
middle school American studies. Social Studies, 91, 1, 25-31.
Gilbert, L. (2000). Getting started: Using literature circles in the classroom.
Primary Voices K-6, 9, 1, 9-16.
Gilles, C., Dickinson, J., McBride, C., & Vandover, M. (1994). Discussing
our questions and questioning our discussions: Growing into literature study.
Language Arts, 71, 499-508.
Goldberg, S.M. & Pesko, E. (2000). The teacher book club. Educational
Leadership, 57, 8, 39-41.
Hauschildt, P.M. & McMahon, S.I. (1996). Reconceptualizing “resistant”
learners and rethinking instruction: Risking a trip to the swamp. Language Arts,
73, 8, 576-586.
Hollifield, T. (2000). Reflections from an inclusion teacher. Primary Voices
K-6, 9, 1, 24-26.
Holt, J. & Bell, B.H. (2000). Good books, good talk, good readers. Primary
Voices K-6, 9, 1, 3-8.
Johnson, H. (2000). “To stand up and say something”: “Girls only” literature
circles at the middle level. New Advocate, 13, 4, 375-389.
Kaback, S.S. (1999). What are you doing tomorrow? Teachers, students, and
parents light the reading fire. New Advocate, 12, 3, 277-280.
Katz, C.A., Kuby, S.A., & Hobgood, J.M. (1997). Trapped in a month of
Mondays (middle school). Journal of Adolescent & Adult Literacy, 41, 2, 152-155.
Keefe, C.H. (1995). Literature circles: Invitations to a reading and writing
community. LD Forum, 21, 1, 20-22.
Keehn, S., & Roser, N. (2002). Fostering thought, talk, and inquiry: Linking
literature and social studies. The Reading Teacher, 55, 416-426.
King, C. (2001). “I like group reading because we can share ideas”: The role
of talk within the literature circle. Reading, 32, 1, 32-36.
Martinez-Roldan, C. & Lopez-Robertson, J. (1999). “Stopk, think and listen
to the heart”: Literature discussions in a primary bilingual classroom. New
Advocate, 12, 4, 377-379.
McKenna, E.M. (1996). Moving toward a student-centered literature class.
Teaching and Change, 3, 2, 130-147.
Montgomery, W. (2000). Literature discussion in the elementary school
classroom: Developing cultural understanding. Multicultural Education, 8, 1, 3336.
Noll, E. (1994). Social issues and literature circles with adolescents. Journal
of Reading, 38, 2, 88-93.
Peralta-Nash, C. (2003). Literature circles in a bilingual classroom: The
power of language choice. New Advocate, 16, 1, 57-61.
Peralta-Nash, C. & Dutch, J.A. (2000). Literature circles: Creating an
environment for choice. Primary Voices K-6, 8, 4, 29-37.
Pierce, K.M. (1995). A plan for learning: Creating a place for exploratory
talk. Primary Voices K-6, 3, 1, 16-29.
Samway, K., Whang, G., Cade, C., Gamil, M., Lubandina, M., &
Phommachanh, K. (1991). Reading the skeleton, the heart, and the brain of a book:
Students' perspectives on literature study circles. Reading Teacher, 45, 196-205.
Schleper, D.R. (1996). Talking about books. Perspectives in Education and
Deafness, 14, 3, 7-10.
Scott, J.E. (1994). Literature circles in the middle school classroom:
Developing reading, responding, and responsibility. Middle School Journal, 26, 2,
37-41.
Short, K.G. (1999). The search for “balance” in a literature-rich curriculum.
Theory into Practice, 38, 130-137.
Spiegel, D.L. (1998). Silver bullets, babies, and bath water: Literature
response groups in a balanced literacy program. Reading Teacher, 52, 2, 114-124.
Whitin, P. (2002). Leading into literature circles through the sketch-tostretch strategy. The Reading Teacher, 55, 444-450.
But Does it Work? Recent Research on Literature Circles
from: Literature Circles Voice and Choice in the Student-Centered Classroom, Second
Edition, Harvey Daniels (York, ME: Stenhouse Publishers, 2001)
Detailed citations in book or access text at www.stenhouse.com/0333.htm
A 1998 study of fourth graders by Klinger, Vaugn, and Schumm found that
students in peer-led groups made greater gains than controls in reading comprehension
and equal gains in content knowledge after a reading and discussing social studies
material in peer-led groups. This effect was confirmed through a standardized reading
test, a social studies unit test, and audiotapes of group work. Interestingly, the researchers
found that students small-group talk was 65% academic and content-related, 25%
procedural, 8% feedback, with only 2% off-task.
Martinez-Roldan and Lopez-Robertson looked at the effect of literature circles in a
first-grade bilingual classroom. They found that “young bilingual children, no matter
what their linguistic background, are able to have rich discussions if they have regular
opportunities to engage with books.” Interestingly, they found that many of the Spanishdominant children were more eager and ready to make personal connections with stories
than the English speakers, who tended to stick closer to the text on the page. The
Hispanic children manifested their connections through the telling of extended stories, a
style of response which the English speaking kids rarely utilized.
Richard Allington, author of What Really Matters for Struggling Readers
(Longman, 2000), continues to investigate the value of collaborative reading practices.
As he notes: “A considerable body of evidence strongly indicates that discussion fosters
improved understanding. For instance, Knapp (1995) found that when teachers in high
poverty schools offered lessons with opportunities for students to discuss what they had
read, reading achievement improved.. Fall, Webb, and Chudowsky (2000) reported that
performance on reading comprehension tests rose dramatically when students had even
brief opportunities to discuss test passages with peers. Allington and Johnson
(2001;2002) noted that conversation was characteristic of the classrooms of more
effective elementary teachers. And finally, Guthrie and Alvermann (1999) report that
increasing opportunities for classroom discussion enhance students motivation to read.
(see note below for these references).
Dana Grisham of San Diego State University has been an indefatigable recorder of
emerging literature circle research, and also organized the first panel at the American
Educational Research Association to focus on literature circles. Grisham has catalogued
literature circle research documenting benefits for inner-city students (Pardo, 1992);
incarcerated adolescents (Hill and Van Horn, 1995); “resistant” learners (Hauschildt &
McMahon, 1996); homeless children and children living in poverty (Hanning, 1998);
second-language learners (MacGillivray, 1995); and English as a Foreign Language
(EFL) learners (Dupuy, 1997). Various versions of book clubs and literature study circles
have been found to increase student enjoyment of and engagement in reading (Fox and
Wilkinson, 1997); to expand children’s discourse opportunities (Kaufmann, et al, 1997;
Scharer, 1996); to increase multicultural awareness (Hansen-Krening, 1997); to promote
other perspectives on social issues (Noll, 1994); to provide social outlets for students
(Alvermann et al, 1977); and to promote gender equity (Evans, Alverman, and Anders,
1998).
The following citations have been added since the publication of the second edition.
Allington, R. and Johnston, P. 2002. Reading to Learn: Lessons from Exemplary FourthGrade Classrooms. (New York: Guilford Press). Conversation is characteristic of the
more effective elementary classrooms.
Allington, R. and Johnston, P. 2001. What Do We Know about Effective Fourth Grade
Teachers and Their Classrooms?” C. Roller, ed. Learning to Teach Reading: Setting the
Research Agenda. (Newark, DE: International Reading Association.) Conversation is
characteristic of the more effective elementary classrooms.
Fall, R. Webb, N.M. and Chudowsky, N. 2000. “Group Discussion and Large Scale
Language Arts Assessment: Effects on Students’ Comprehension.” American
Educational Research Journal, 37 (4), 911-941. Performance on reading comprehension
tests rose significantly when students had brief opportunities to discuss passages with
classmates.
Guthrie, J.T. and Alvermann, D. 1999. Engaged Reading: Processes Practices and Policy
Implications. (New York: Teachers College Press). Increasing opportunities for
classroom discussion enhances students’ motivation to read.
Knapp, M.S. 1995. Teaching for Meaning in High-Poverty Schools. (New York:
Teachers College Press). When teachers in high poverty schools offered lessons with
opportunities for students to discuss what they had read, reading comprehension
improved.