Literature Circles for Students With Learning Disabilities

Abstract

The term literature circle refers to a classroom instructional strategy that connects all aspects of literacy for students with varied interests and levels of reading achievement. Although general education teachers commonly use literature circles, special education teachers have used this strategy much less frequently. Literature circles lend themselves particularly well to inclusionary settings as they involve small heterogeneous reading groups that explore content within a collaborative structure that allows students the opportunity to listen, reflect, and share thoughts about literature. Listening, speaking, reading, and writing are reciprocally reinforced through literature circle group work. This article provides a step-by-step description of literature circle implementation that supports the needs of students with learning disabilities.

Converging Recommendations for Culturally Responsive Literacy Practices: Students with Learning Disabilities, English Language Learners, and Socioculturally Diverse Learners

“…Language and communication are rooted in the material and social worlds of diverse learners (Gee, 2001). Recommendations for the use of dialogue were found in 22 of the 30 articles reviewed and represent critical pedagogical practices for diverse learners due to its strong research base and theoretical underpinnings (Anderson & Corbett, 2008;Goldenberg, 2013;McIntyre & Hulan, 2013;Medina, 2010;Sperling, Appleman, Gilyard, & Freedman, 2011). When students engage in dialogue, particularly around texts and life experiences, they use new language, connect the known to unknown, and expand their worldviews (Comber, 2013;Medina, 2010).…”

“…Several studies (Anderson & Corbett, 2008;Apthorp, 2006;Comber, 2013;Dorr, 2006;Facella et al, 2005;Goldenberg, 2013;Goldenberg, Hicks, & Lit, 2013;Kim et al, 2006;Mahdavi & Tensfeldt, 2013;Narkon & Wells, 2013;Vaughn & Edmonds, 2006) used Venn diagrams, diagrams with explicit teaching of concepts, timelines, sketches, flowcharts, story maps, sentence strips, graphic organizers, visuals, models, 11 drawings, diagrams, tables, pictures, realia, charts, and semantic and concept maps to represent reading material visually for students with learning disabilities, ELLs, and students from diverse cultural backgrounds to better comprehend text. Technology enhanced concept maps can be generated using software programs such as Kidspiration and Inspiration software.…”

“…Dialogue that centers on texts, ideas, and issues provides classroom opportunities for learners to experience others' thoughts, which allows for deliberation and critical reflection about their own and others' perspectives. In these conversations students extend their understandings of texts and mentor each other in ways that will improve comprehension, vocabulary, and critical thinking (Anderson & Corbett, 2008;Castagno & Brayboy, 2008;Medina, 2010;Roberts, Torgesen, Boardman, & Scammacca, 2008;Saunders, Goldenberg, & Marcelletti, 2013).…”

“…Evidence-based strategies for teaching reading in all three areas highlighted grouping structures to promote collaboration. In teaching reading and writing to students with learning disabilities (LD) and students who are English language learners (ELLs), large group instruction, small group instruction, and peer partners are instructional arrangements recommended to maximize learning potential (Anderson & Corbett, 2008;Apthorp, 2006;Barr, Eslami, & Joshi, 2012;Calderon, Slavin, & Sanchez, 2011;Coyne et al, 2010;Dorr, 2006;Facella, Rampino, & Shea, 2005;Gersten et al, 2007;Genesee, Lindholm-Leary, Saunders, & Christian, 2005;Kim et al, 2006;Mahdavi & Tensfeldt, 2013;Saunders et al, 2013). These studies explored various forms of grouping structures that enable teachers to increase instructional time and provide students opportunities to actively respond.…”

Application of “Reading Circles” in College English Teaching

“…The instructional approach is popular among language teachers, and it's effective to improve students' reading comprehension and social skills (Anderson & Corbett, 2008;Blum, Lipsett, & Yocum, 2002).…”