ERIC Number: EJ1098087
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 20
Capitalizing on Social and Transactional Learning to Challenge First-Grade Readers
Meyer, Amanda; Schendel, Roland K.
Reading Horizons, v53 n3 Article 3 p25-44 Fall 2014
A classroom teacher capitalizes on social learning and reader response theories to challenge her accelerated first-grade readers by implementing literature circles. The aim of this action research was to identify a clear view of "how" to use literature circles with first-graders and "what" might be accomplished. Three constructs emerged from the interviews and observations that support the potential for using literature circles with primary students including: engagement and independence, reading benefits, and writing improvement. With respect to social learning and reader response theories, literature circles were found to be possible, practical, and beneficial for supporting the literacy perceptions and practices of accelerated primary students.
Descriptors: Socialization, Grade 1, Reader Response, Reading Instruction, Group Activities, Interviews, Observation, Elementary School Students, Reading Achievement, Writing Improvement, Literacy, Writing Instruction, Attitudes, Reading Habits, Action Research, Emergent Literacy, Reading Fluency, Reading Tests
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)