Publication Date
9-30-2014
Abstract
A classroom teacher capitalizes on social learning and reader response theories to challenge her accelerated first-grade readers by implementing literature circles. The aim of this action research was to identify a clear view of how to use literature circles with first-graders and what might be accomplished. Three constructs emerged from the interviews and observations that support the potential for using literature circles with primary students including: engagement and independence, reading benefits, and writing improvement. With respect to social learning and reader response theories, literature circles were found to be possible, practical, and beneficial for supporting the literacy perceptions and practices of accelerated primary students.
Recommended Citation
Meyer, A., & Schendel, R. K. (2014). Capitalizing on Social and Transactional Learning to Challenge First-Grade Readers. Reading Horizons: A Journal of Literacy and Language Arts, 53 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol53/iss3/3
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons
