An examination of how adult developmental reading students socially construct meaning while engaged in literature circles
Abstract
This dissertation reports the results of a study in which adult developmental
reading students were involved in discussing books while engaged in literature
circles. The researcher maintained a constructivist perspective during interactions
with the participants. It was the realities of the participants that were sought by the
researcher.
Data sources included initial individual interviews, audio and video taped
discussion sessions, a focus group session, final reflective essay, journal entries, and a
concluding group session.
Analysis of these data revealed benefits of literature circles that were
cognitive, affective and social in nature. The connections that students made with
one another and with text as they constructed meaning while engaged in literature
circles allowed them to realize that their personal experiences can be connected to
what they read and that reading can be an enjoyable experience. These connections
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suggest the need to examine carefully the need to provide adult development reading
students with opportunities to engage in discussion of text.
In addition, data analysis revealed patterns of interactions between
participants and researcher, and between participants and their group members.
These interaction patterns support the need for adult learners to have opportunities to
expand their own understanding about text while engaged in “grand conversations,”
and to understand themselves better as readers, thinkers, and learners in general.
Finally, data analysis revealed participants’ evaluations of the study.
Evaluations revealed enjoyment of literature circles as a reading approach, including
the opportunities for comprehension and vocabulary enhancement, and opportunities
to learn about the thoughts and lives of others. Participants’ evaluations also
expressed concerns regarding preparation and attendance among group members.
These findings support many who have argued theoretically that literature discussion
groups provide benefits to students that are cognitive, affective, and social. These
benefits do not only apply to students in grades k-12, but as indicated through data
analyses, to adult learners as well. Literature circles allow students to have a voice
as they socially construct meaning of text while engaged in literature circles.
Department
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