Date Approved


Embargo Period


Document Type


Degree Name

Master of Arts in Reading Education


Language, Literacy, and Sociocultural Education


College of Education


Marjorie E. Madden, Ph.D.

Committee Member 1

Marjorie E. Madden, Ph.D.

Committee Member 2

Xiufang Chen, Ph.D.

Committee Member 3

Robert Eisberg, M.A.


literature circles, emergent bilingual students


Bilingualism in children; Language arts (Elementary)


Bilingual, Multilingual, and Multicultural Education | Education | Language and Literacy Education


The purpose of this study was to determine the effects of literature circles on strengthening the literacy skills and reading performance of two emergent bilingual students. As guided reading groups help reinforce students’ ability to read, it is key to implement additional instructional strategies that will assist in improving emergent bilingual students’ reading, writing, and language skills. Harvey Daniels (2002) described literature circles as an effective classroom tool in supporting the overall literacy skills of emergent bilingual students: “Young bilingual children, no matter what their linguistic background, are able to have rich discussions if they have regular opportunities to engage with books” (p. 213). By implementing literature circles, educators can provide emergent bilingual students with book engagement that will allow them to improve their overall literacy skills in the classroom. Data was collected and analyzed over the course of five weeks using audio recordings, surveys, student artifacts, direct observations, and a teacher’s research journal. Based on data analysis, it was concluded that the implementation of literature circles demonstrated positive effects on the overall literacy skills of both emergent bilingual students. The findings indicated that literature circles helped strengthen both students’ social interaction skills, enhanced their language and vocabulary skills, improved their reading comprehension, and increased their confidence with reading.