This mixed methods action research study explored how students reacted to using literature circles to enhance their knowledge and understanding of reading nonfiction text as compared to students using guided reading. This study showed a minimal improvement for students participating in the literature circle group in overall understanding of nonfiction text features and text structures at the end of the study. However, there was a substantial amount of growth shown in the literature circle group from the pre-test to the post-test, while there was only minimal growth shown in the guided reading group from the pre-test to the post-test. The purpose of this study was to examine the impact of participation in nonfiction literature circles versus guided reading in fourth grade students' ability to comprehend and interpret nonfiction text while also examining the use of metacognition skills used during reading. This study used an online pre- and post-test to determine that fourth-grade students from a rural school in western Pennsylvania read and comprehended nonfiction text better after participation in literature circles, then after participation in guided reading. Students need to understand all aspects of nonfiction texts to answer comprehension questions about the text. For instance, students need to understand the text features and text structures of nonfiction text. Using literature circles to discuss nonfiction text aspects with their peers enabled them to read and understand nonfiction text at their grade level. Students kept journals in each group and journals were coded to determine which metacognition skills were used and how often the skills were used. It was determined that the literature circle group used significantly more metacognitive strategies than the guided reading group. To evaluate the true effectiveness of literature circles and nonfiction comprehension, additional research is necessary as there are several other reading strategies that literature circles can be compared to determine which strategy works best for the understanding of nonfiction text features and text structures. With additional research, student scores on standardized tests may begin to increase once the right teaching/learning method is discovered for comprehension of text features and text structures. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]