Curriculum Outcomes
One of the major principles for literacy learning which is supported by research on literacy learning and language development is that the literacy processes of speaking, listening, reading, viewing, writing, and thinking are intertwined and develop at the same time (Cooper, 2003). The outcomes of the Atlantic Canada English Language Arts Curriculum documents (K-3; 4-6; 6-8; High School) are based on this principle. The General Curriculum outcomes are organized according to the literacy processes of Speaking and Listening; Reading and Viewing; and Writing and Other Ways of Representing. All Atlantic Canada English Language Arts Curriculum Documents reiterate the importance of recognizing that all of these language processes are interrelated and are developed most effectively as interdependent processes. Daniels (1994, 2002) acknowledges that continued research on reading comprehension has expanded our understanding of the thinking process in relation to reading. He reveals that we now know what proficient adult readers actually think while reading and identifies this process as: making personal connections with what is being read; asking questions; identifying important elements and themes; creating sensory images; making inferences and judgments; and continually summarizing what has been read. Furthermore, Daniels (2002, p. 38) states, "In other words, a skillful reader's 'response' includes several kinds of active, ongoing thinking. They may do this thinking largely unconsciously, but somewhere along the line; mature readers acquire this set of powerful mental tools for interacting with text." This rationale supports the beliefs of reader response theorists that reading is a complex process that must be learned in an authentic environment.

Literature Circles
Research on literature circles is grounded in reader response theory, learning theory, and the principles for literacy learning. The review of reader response theory established that readers have a relationship with the text which is enhanced by providing opportunities for readers to share their personal experiences and understanding of what they read. Literature circles provide scheduled, regular opportunities for students to talk about books (Daniels, 2002, 1994; Campbell Hill, et al., 1995; Strube, 1996). The discussion aspect not only invites and celebrates readers' responses but also helps readers construct understandings that begin with their own experiences and continues to build on them (Daniels, 1994; Campbell Hill, et al., 1995; Routman, 1994).