Research
1. Carrison, C., & Ernst-Slavis, G. (2005). From silence to a whisper to active participation: Using literature circles with ELL students. Reading Horizons, Vol 46, Issue 2. Retrieved from https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1137&context=reading_horizons
Summary: The article promotes the use of literature circles to support literacy, especially for English learners. Literature circles allow student to interact through sharing ideas, opinions, and personal responses to literature. Students become active participants and learn to manage their literature circle activities, negotiating the structure of their timelines. The study participants were a fourth-grade class in which 5 of the 24 students had varying levels of language acquisition. The use of literature circles led to decreased anxiety about reading and participation and increased reading accuracy and comprehension.
2. Daniels, E., & Steres, M. (2011). Examining the effects of a school-wide reading culture on the engagement of middle school students. Research in Middle Level Education, 35(2), 1–13. Retrieved from https://files.eric.ed.gov/fulltext/EJ951779.pdf
Summary: In this study, middle school educational leadership identifies reading as a priority. Students were given choice over what they read and time to read on their own. Student engagement increased because reading was a school priority, but creating time and space to read was meaningless for students who didn't have easy access to books at home. In response, teachers amassed books and created a reading network for students. The results were increased student engagement and the belief, among students, that reading mattered.