Date Approved

6-23-2005

Embargo Period

4-10-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Robinson, Randall

Subject(s)

Education, Elementary--New Jersey; Literature--Study and teaching--New Jersey; Reading comprehension--New Jersey

Disciplines

Elementary Education and Teaching

Abstract

The purpose of the study was to investigate the effect of literature circles on elementary school children. It was hypothesized that a third grade class that read independently through the use of the literature circle structure will show greater gains in reading comprehension and reading motivation than when the same third grade class does not experience the literature circle structure. The sample included a predetermined class of 24 third-grade students, which consists of 9 females and 15 males.

The non-treatment conditions consisted of small group guided reading lessons. The treatment conditions consisted of the implementation of literature circles. Student reading comprehension was measured by a series of pretests and post-tests. To measure reading motivation and attitude, the researcher used the method of observation and interviews. By using a t-test to compare test scores, the researcher found that there was not a significant difference between the non-treatment conditions (small group guided reading) and the treatment conditions (literature circles). Although, the researcher's observations and student interviews show a significant positive change after the implementation of literature circles, the hypothesis was not supported.

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