What is it about?
This article presents results and findings from a study of seven marginalized (formerly termed "reluctant" or "struggling") readers who participated in literature circles in their Grades 4-6 classroom. The self-efficacy of each participant as a reader was examined. This study suggests that the marginalized readers benefited from literature circle participation in terms of their reader self-efficacies, particularly when compared to their peers who had initially higher reader self-efficacies.
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Why is it important?
This study is important because oftentimes reading instruction for marginalized readers solely emphasizes skills. While skills-focused instruction is necessary to help marginalized readers improve in terms of their literacy development, it should not be the only approach to instruction. This findings of this study suggest that marginalized readers benefit from a balanced approach to literacy instruction. Specifically, the marginalized readers in this study read and discussed a contemporary realistic fiction novel over the course of eight weeks within the context of literature circles. Not only did the participants' reader self-efficacies improve but their enjoyment of reading.
Perspectives
The results and findings of this study support the inclusion of literature circles in the literacy classroom. In the literature circles described in this study, students read authentic children's literature (i.e., a children's novel) and discussed the novel with their peers.
Dr. Elena M Venegas
University of Texas Rio Grande Valley
Read the Original
This page is a summary of: Strengthening the Reader Self-Efficacies of Reluctant and Struggling Readers Through Literature Circles, Reading & Writing Quarterly, September 2018, Taylor & Francis,
DOI: 10.1080/10573569.2018.1483788.
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