ERIC Number: EJ934077
Record Type: Journal
Publication Date: 2011-May
Reference Count: 31
Literature Study Groups: Literacy Learning "with Legs"
Parsons, Sue Christian; Mokhtari, Kouider; Yellin, David; Orwig, Ryan
Middle School Journal (J3), v42 n5 p22-30 May 2011
Literature study groups help promote critical thinking and improve reading skills. These groups, in general, are characterized by: (1) a flexible grouping--usually determined by a reader's choice of a given book at a given time; (2) participant-centered dialogue, where the teacher takes on the role of facilitator and expert participant rather than director of discussion; and (3) embeddedness in a strong, meaning-centered curriculum in which learners read and write copiously for real purposes. What makes such engagements particularly well-suited to middle grades learners is that literature studies are highly effective in developing reading ability, knowledge about literature, and critical and analytic thinking (Faust, Cockrill, Hancock, & Isserstedt, 2005). Moreover, they accomplish these things in such a way that students are aware of their own growth. Literature studies provide space for students' voices to be heard, valuing their meanings, concerns, and insights. This article describes research-based approaches to literacy study groups and provides suggestions for implementation.
Descriptors: Reading Improvement, Literacy, Reading Skills, Literature, Grouping (Instructional Purposes), Middle School Students, Middle School Teachers, Teacher Role, Facilitators (Individuals), Reading Material Selection, Critical Thinking, Teaching Methods
National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: email@example.com; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Authoring Institution: N/A