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Reading circles: Access to classroo...

Levy, Ronna Jayne.

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Reading circles: Access to classroom conversations.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Reading circles: Access to classroom conversations./
Author:	Levy, Ronna Jayne.
Description:	258 p.
Notes:	Adviser: Roni Natov.
Contained By:	Dissertation Abstracts International68-01A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3250482

Reading circles: Access to classroom conversations.
Levy, Ronna Jayne.

Reading circles: Access to classroom conversations. - 258 p.

Adviser: Roni Natov.

Thesis (Ph.D.)--Union Institute and University, 2007.

This study examines the effectiveness of Literature Circles, a student-centered and collaborative approach used primarily in the lower grades, as adapted for a community college developmental English reading and writing class composed of students of various ages and literacy levels. This study also examines how such a pedagogical model provides access to useful approaches to challenging textual material for developmental reading and writing students, and how the taking of roles (tasks) as described in Harvey Daniels's Literature Circles affects students' abilities to initiate and carry on their own discussions of texts. Throughout the twelve-week semester from September to December 2005, Levy introduced Reading Circles (Literature Circles renamed) as an integral part of her developmental reading and writing course at Kingsborough Community College. The students read the assigned full-length text in addition to shorter readings. Data was gathered in the form of (i) teacher-researcher reflective journal entries, (ii) student Task Sheets, (iii) student Group Sheets, (iv) student and tutor Reflection Sheets, and (v) scores on various English department and CUNY assessment mechanisms. The data confirmed that Reading Circles can be adapted for a community college developmental English reading and writing classroom and yield positive results. Students' written reflections revealed that their small group conversations initiated by scaffolded Task Sheets encouraged thinking, rethinking and reflecting upon personal and group constructions of meaning about a text. Students' enhanced abilities to tackle and understand challenging textual material was further demonstrated through written essays and final in-class essay. The study additionally revealed that adapting and incorporating the Reading Circle model in this type of classroom requires a teacher's commitment to the model, an understanding of the needs and requirements of the students, and willingness to be flexible on a daily basis. Finally, this study supports and adds to the existing body of research promoting Literature Circles as one way of fostering literacy development.Subjects--Topical Terms:

1018008
Education, Community College.

Reading circles: Access to classroom conversations.
LDR:03023nam 2200289 a 45 001 957481
005 20110630
008 110630s2007 ||||||||||||||||| ||eng d
035 $a (UMI)AAI3250482
035 $a AAI3250482
040 $a UMI $c UMI
100 1 $a Levy, Ronna Jayne. $3 1280830
245 1 0 $a Reading circles: Access to classroom conversations.
300 $a 258 p.
500 $a Adviser: Roni Natov.
500 $a Source: Dissertation Abstracts International, Volume: 68-01, Section: A, page: 0177.
502 $a Thesis (Ph.D.)--Union Institute and University, 2007.
520 $a This study examines the effectiveness of Literature Circles, a student-centered and collaborative approach used primarily in the lower grades, as adapted for a community college developmental English reading and writing class composed of students of various ages and literacy levels. This study also examines how such a pedagogical model provides access to useful approaches to challenging textual material for developmental reading and writing students, and how the taking of roles (tasks) as described in Harvey Daniels's Literature Circles affects students' abilities to initiate and carry on their own discussions of texts. Throughout the twelve-week semester from September to December 2005, Levy introduced Reading Circles (Literature Circles renamed) as an integral part of her developmental reading and writing course at Kingsborough Community College. The students read the assigned full-length text in addition to shorter readings. Data was gathered in the form of (i) teacher-researcher reflective journal entries, (ii) student Task Sheets, (iii) student Group Sheets, (iv) student and tutor Reflection Sheets, and (v) scores on various English department and CUNY assessment mechanisms. The data confirmed that Reading Circles can be adapted for a community college developmental English reading and writing classroom and yield positive results. Students' written reflections revealed that their small group conversations initiated by scaffolded Task Sheets encouraged thinking, rethinking and reflecting upon personal and group constructions of meaning about a text. Students' enhanced abilities to tackle and understand challenging textual material was further demonstrated through written essays and final in-class essay. The study additionally revealed that adapting and incorporating the Reading Circle model in this type of classroom requires a teacher's commitment to the model, an understanding of the needs and requirements of the students, and willingness to be flexible on a daily basis. Finally, this study supports and adds to the existing body of research promoting Literature Circles as one way of fostering literacy development.
590 $a School code: 1414.
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Language, Rhetoric and Composition. $3 1019205
690 $a 0275
690 $a 0279
690 $a 0681
690 $a 0727
710 2 $a Union Institute and University. $3 1017694
773 0 $t Dissertation Abstracts International $g 68-01A.
790 $a 1414
790 1 0 $a Natov, Roni, $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3250482