Literature Circles and Boys
David Booth (2002) provides support for the researchers' purpose to explore the strategy of literature
circles as a possible way to bridge the literacy gender gap. He identifies several factors that encourage and
impact the literacy development of boys. Each of Booth's factors and a rationale for using literature
circles as an appropriate strategy to address these factors is presented below:
- Boys need to be given choice and ownership in their reading (
p. 24). Literature circles give boys
opportunities to select what they will read. The small group structure of literature circles encourages
group members to take ownership of their reading. As a
group they decide how much they will read,
how they will read (
silently, with a
partner, orally to the group), and how they will respond to the reading
prior to each literature circle discussion.
- Book selection for boys should reflect their interests, backgrounds, and abilities (
p. 26). Books offered
during literature circles may be selected to match students' interests by including a
variety of genres as
well as both fiction and nonfiction/information books. Similarly, texts are selected to reflect the range of
reading abilities of the students.
- Boys need to be provided with uninterrupted silent reading times (
p. 42). The recommended schedule for
literature circles (
Daniels, 1994) is 30-45 minutes at least twice a
week. The process involves reading,
responding, and discussing. Groups often spend the majority of their literature circle time engaged in
uninterrupted silent reading.
- Boys need occasions for talking to others in meaningful ways about what they have read (p. 43).
"By going public with their responses, boys increase the connections they can make with those who are
reading alongside them, where individual responses are both shared and altered by the contributions of
the members, and often by the nurturing support of the teacher. Literacy appreciation can't be demanded,
but it can be nurtured and supported" (
p. 53). The small group discussion format of literature circles
provides a
nurturing and supportive environment for both peers and the teacher and encourages
meaningful talk about what they have read.
- Boys who are reluctant readers (readers who don't find reading easy, enjoyable or worthwhile) need to
have successful experiences if they are to progress as readers. The nature of the mixed ability grouping of
literature circles give boys the support required to focus on the "big ideas" along with the works and structures
of books (p. 44).