In basic writing classrooms and scholarship, reading too often remains invisible; neither research nor established practice provides tangible activities to support reading and connect it to writing. This article documents a search for structured, scaffolded, low-stakes reading activities, a search that moves off the college campus and into the elementary classroom where reading is more commonly taught. It is in this classroom space that Harvey Daniels's Literature Circles have evolved, and they offer a model for helping students engage in and experience reading as a process that supports and complements writing. The article posits Literature Circles, a student-centered and collaborative approach to reading used primarily in the lower grades, as a methodology that can offer college-level, basic-writing students an inventory of reading strategies for entering and navigating a text, initiating textual discussions, deepening comprehension of and connection to reading, and expanding the experience of writing. (Contains 7 notes.)