Using literature circles to improve reading comprehension and student self-perception of reading ability among English language learners (ELLs)

This study explores how the implementation of a Literature Circles program for literacy instruction impacts English reading comprehension and student attitudes towards reading among a group of upper elementary, Latino English Language Learners (ELLs). Previous research has shown that ELLs tend to have lower self-esteem related to their academic and behavioral competencies in school, and that Latino students can experience a correlation between academic performance and self-perceptions of "belonging" in school (Leclair, Doll, Osborn, & Johnson, 2009; Morrison, Cosden, O'Farrell, & Campos, 2003). This unique set of social and emotional concerns can be addressed effectively in the literacy classroom via instructional methods that move away from traditional "Initiate, Response, Feedback" teacher-student discourse patterns (Mehan, 1979) and instead utilize more open-ended activities and instructional conversations that encourage critical thinking (Luk, 2004; Doherty & Hilberg, 2007). In light of existing research, an action research protocol was designed involving the use of a Literature Circles program in a classroom setting--specifically, a leveled English reading group for ELL students in 3rd through 5th grade. Students were divided into groups of two to four students based on their expressed preference for one of five different novels. They spent four weeks reading these novels while engaging in independent, written critical thinking activities and structured discussions with their book groups, while periodically participating in small-group, teacher-led strategy lessons. At the beginning and end of the study, their reading comprehension was assessed using the Qualitative Reading Inventory, 5th Edition (QRI-5; Leslie & Caldwell, 2011), while their attitudes toward reading were assessed using a survey designed by the researcher. Results from these indicators at the beginning and end of the intervention were compared in order to assess student growth. The researcher also analyzed the independent written activities students did in LITERATURE CIRCLES AND ELL LITERACY INSTRUCTION 4 their book groups, using a number of quantitative indicators to trace any changes in language production over time. The findings of the study did not conclusively show that Literature Circles exerted a systematic, positive impact upon reading comprehension and student attitudes among the sample population. It is likely, however, that the effectiveness of the intervention was impeded by methodological shortcomings and missed opportunities to incorporate specific research-tested principles of best practice for ELL literacy instruction, pointing toward the need for future research into this subject. LITERATURE CIRCLES AND ELL LITERACY INSTRUCTION 5 Table of Contents Approval Page . 2 Abstract . 3 Table of Contents . 5 List of Tables . 7 CHAPTER ONE: INTRODUCTION . 8 Describing the Problem . 8 Description of Population and Study Overview.11 Summary . 12 CHAPTER TWO: REVIEW OF LITERATURE . 14 Social and Emotional Factors Underlying ELL Development of Second Language Literacy . 14 The Cultivation of Second Language (L2) Reading Comprehension . 29 Self-Directed Instructional Protocols . 43 Conclusion . 57 CHAPTER THREE: PROCEDURES . 60 Description of Sample Population . 60 Description of Procedures . 62 Description of Data Collection Procedures . 67 Conclusion . 69 CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA . 70 Quantitative and Qualitative Representations of Data . 70 Summary of Results . 87 Conclusion . 90 CHAPTER FIVE: CONCLUSIONS . 91 Explanation of Results . 91 Connecting Prior Research to Current Results . 93 Strengths and Weaknesses . 102 Recommendations for Future Research . 110 Conclusion . 113 References . 115 LITERATURE CIRCLES AND ELL LITERACY INSTRUCTION 6 Appendix A . 121 Appendix B . 122 Appendix C . 123 Appendix D . 124 Appendix E . 125 Appendix F . 127 Appendix G . 130 LITERATURE CIRCLES AND ELL LITERACY INSTRUCTION 7 List of Tables Tables Page f 1. Pre-Assessment Reading Survey Data . 71-72 2. Post-Assessment Reading Survey Data . 72 3. Open-Ended Responses--Pre-Assessment . 75 4. Open-Ended Responses--Post-Assessment . 76 5. Qualitative Reading Inventory (QRI-5) Results . 79 6. Discussion Director Results . 83 7. Character Specialist Results . 84 8. Literary Luminary Results . 84 LITERATURE CIRCLES AND ELL LITERACY INSTRUCTION 8 CHAPTER 1 INTRODUCTION What does effective literacy instruction look like for students acquiring English as a second language? Can these students improve their reading comprehension through a program that emphasizes student-centered learning and open-ended thinking, rather than teacher-led, explicit phonics and strategy instruction? This paper was first conceived as an answer to these questions. It describes an Action Research Project conducted during April and May 2012 regarding the use of Literature Circles as an effective teaching tool for English Language Learners (ELLs). In addition to summarizing the research questions, procedures, and results of the intervention, the paper will also detail the background research that originally motivated the project, and describe how the findings of the present study fit into existing research regarding second-language literacy instruction for ELL students. This opening chapter will provide context for the investigation, first by detailing the problems designed to be addressed by the Literature Circles intervention, then by making connections to the Common Core State Standards for English Language Arts, and finally by providing a brief overview of the project, the school site where it occurred, and the student sample population. Describing the Problem It is undeniable that students learning English as a second language face particular dif