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Using Literature Circles Instruction to Develop Reading Comprehension Skills

Using Literature Circles Instruction to Develop Reading Comprehension Skills

Jing Zhao, MaryAnn Christison
Copyright: © 2020 |Pages: 20
ISBN13: 9781799827221|ISBN10: 1799827224|EISBN13: 9781799827238
DOI: 10.4018/978-1-7998-2722-1.ch017
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MLA

Zhao, Jing, and MaryAnn Christison. "Using Literature Circles Instruction to Develop Reading Comprehension Skills." Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms, edited by Georgios Neokleous, et al., IGI Global, 2020, pp. 348-367. https://doi.org/10.4018/978-1-7998-2722-1.ch017

APA

Zhao, J. & Christison, M. (2020). Using Literature Circles Instruction to Develop Reading Comprehension Skills. In G. Neokleous, A. Krulatz, & R. Farrelly (Eds.), Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms (pp. 348-367). IGI Global. https://doi.org/10.4018/978-1-7998-2722-1.ch017

Chicago

Zhao, Jing, and MaryAnn Christison. "Using Literature Circles Instruction to Develop Reading Comprehension Skills." In Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms, edited by Georgios Neokleous, Anna Krulatz, and Raichle Farrelly, 348-367. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2722-1.ch017

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Abstract

This chapter introduces readers to the interactive methodology of literature circles instruction. The chapter shows how this methodology is effective for the development of literacy skills for linguistically and culturally diverse groups of language learners. Literature circles instruction is supported by two key theoretical perspectives in second language acquisition, namely, sociocultural theory (SCT) and the basic tenets of reader-response theory. Also in this chapter is a brief overview of the research on literature circles instruction in two areas: (1) the development of reading comprehension skills and (2) the attributes of effective literature circles instruction, including a discussion of the issues related to the use of literary texts and the importance of student-led discussion groups. The second part of the chapter provides information for classroom practitioners, showing how the principles for literature circles instruction can be enacted in classrooms with diverse language learners.

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