| This action research project examined how literature circles affect ninth-grade students in the areas of focused reading, textual evidence, discussion of text, and self-perceptions. The study was completed in a rural, southwestern Minnesota school, with 39 students participating. Data was collected over a 7-week period. Quantitative instrumentation included the Reader Self-Perception Scale 2, focus and evidence surveys, response log guides, and role sheet rubrics. Qualitative instrumentation included peer-led discussions and student explanations. Analysis of the quantitative data was completed with the Statistical Package for the Social Sciences, while qualitative responses were categorized and discussed in narrative. The findings of the study revealed that literature circles promote interest in reading while enhancing students' self-perceptions. Additionally, during the literature circle process students read with focused attention and textual citations were prevalent in group discussions. Results of this study provide information for secondary teachers looking to promote reading and engaging students with text. |
