Predictors of quality verbal engagement in third-grade literature discussions
Keywords:
Literature Circles, Book Discussions, PersonalityAbstract
This study investigates how reading ability and personality traits predict the quality of verbal
discussions in peer-led literature circles. Third grade literature discussions were recorded, transcribed,
and coded. The coded statements and questions were quantified into a quality of engagement score.
Through multiple linear regression, the researcher sought to determine the best predictors of verbal
engagement in literature circle discussions. Results indicated that higher reading ability and
extroversion along with lack of conscientiousness were significant predictors of quality verbal
engagement in literature circle discussions. The researcher suggests that understanding literature
circles through a lens of complexity may serve to promote more productive discussions. Finally,
implications for instructional design are discussed.
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References
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(2), 136-139. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=56543694&site=ehostlive&
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Costa, A. L., & Kallick, B. (2000). Activating & engaging habits of mind. Alexandria, Va.: Association for
Supervision and Curriculum Development.
Daniels, H. (1994). Literature circles : Voice and choice in the student-centered classroom. York, Me.:
Stenhouse Publishers.
Daniels, H. (2002). Literature circles : Voice and choice in book clubs and reading groups (2nd ed.).
Portland, Me.: Stenhouse Publishers.
Evans, K. S. (2002). Fifth-grade students' perceptions of how they experience literature discussion
groups. Reading Research Quarterly, 37(1), 46-69. doi:10.1598/RRQ.37.1.2
Flowerday, T., Schraw, G., & Stevens, J. (2004). The role of choice and interest in reader engagement.
Journal of Experimental Education, 72(2), 93-114. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ744768&site=ehostlive&
scope=site; http://www.heldref.org/jexpe.php
Goatley, V. J., Brock, C. H., & Raphael, T. E. (1995). Diverse learners participating in regular education
'book clubs.'. Reading Research Quarterly, 30(3), 352-380. doi:10.2307/747621
Gosling, S. D., Rentfrow, P. J., & Swann, W. B., Jr. (2003). A very brief measure of the big-five personality
domains. Journal of Research in Personality, 37(6), 504-528. doi:10.1016/S0092-6566(03)00046-1
Lansky, B. (2010). Funny poetry for children. Retrieved 7/28/2010, 2010, from
http://www.gigglepoetry.com/
Lloyd, S. L. (2004). Using comprehension strategies as a springboard for student talk. Journal of
Adolescent & Adult Literacy, 48(2), 114-124. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=14694567&site=ehostlive&
scope=site
Long, T. W., & Gove, M. K. (2003). How engagement strategies and literature circles promote critical
response in a fourth-grade, urban classroom. Reading Teacher, 57(4), 350-361. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=11578557&site=ehostlive&
scope=site
Measelle, J. R., John, O. P., Ablow, J. C., Cowan, P. A., & Cowan, C. P. (2005). Can children provide
coherent, stable, and valid self-reports on the big five dimensions? A longitudinal study from ages
5 to 7. Journal of Personality and Social Psychology, 89(1), 90-106. doi:10.1037/0022-3514.89.1.90
National Institute of Child Health and Human Development. (2000). Report of the national reading
panel. teaching children to read: An evidence-based assessment of the scientific research literature on
reading and its implications for reading instruction (NIH publication no. 00-4769). Washington, DC:
U.S. Government Printing Office.
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association (NWEA). Retrieved 4/23/2011, 2011, from http://www.nwea.org/productsservices/
computer-based-adaptive-assessments
Pearson, C. (2010). Acting up or acting out? unlocking children's talk in literature circles. Literacy, 44(1),
3-11. doi:10.1111/j.1741-4369.2010.00543.x
Pinnell, G. S., & Fountas, I. C. (2007). The continuum of literacy learning, grades K-8 : Behaviors and
understandings to notice, teach, and support. Portsmouth, NH: Heinemann.
R Development Core Team. (2010). R: A language and environment for statistical computing. R
Foundation for Statistical Computing, Vienna, Austria: ISBN 3-900051-07-0, URL http://www.Rproject.
org/.
Sandmann, A., & Gruhler, D. (2007). Reading is thinking. International Journal of Learning, 13(10), 105-
113. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=24953882&site=ehostlive&
scope=site
Silver, H. F., Strong, R. W., & Perini, M. J. (2000). So each may learn :Integrating learning styles and
multiple intelligences. Alexandria, Va.: Association for Supervision and Curriculum Development.
Tompkins, G. E., & Tompkins, G. E. (2001). Literacy for the 21st century :A balanced approach (2nd ed.).
Upper Saddle River, N.J.: Merrill.
Vygotskiĭ, L. S., & Cole, M. (1978). Mind in society : The development of higher psychological processes.
Cambridge: Harvard University Press.
(2), 136-139. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=56543694&site=ehostlive&
scope=site
Costa, A. L., & Kallick, B. (2000). Activating & engaging habits of mind. Alexandria, Va.: Association for
Supervision and Curriculum Development.
Daniels, H. (1994). Literature circles : Voice and choice in the student-centered classroom. York, Me.:
Stenhouse Publishers.
Daniels, H. (2002). Literature circles : Voice and choice in book clubs and reading groups (2nd ed.).
Portland, Me.: Stenhouse Publishers.
Evans, K. S. (2002). Fifth-grade students' perceptions of how they experience literature discussion
groups. Reading Research Quarterly, 37(1), 46-69. doi:10.1598/RRQ.37.1.2
Flowerday, T., Schraw, G., & Stevens, J. (2004). The role of choice and interest in reader engagement.
Journal of Experimental Education, 72(2), 93-114. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ744768&site=ehostlive&
scope=site; http://www.heldref.org/jexpe.php
Goatley, V. J., Brock, C. H., & Raphael, T. E. (1995). Diverse learners participating in regular education
'book clubs.'. Reading Research Quarterly, 30(3), 352-380. doi:10.2307/747621
Gosling, S. D., Rentfrow, P. J., & Swann, W. B., Jr. (2003). A very brief measure of the big-five personality
domains. Journal of Research in Personality, 37(6), 504-528. doi:10.1016/S0092-6566(03)00046-1
Lansky, B. (2010). Funny poetry for children. Retrieved 7/28/2010, 2010, from
http://www.gigglepoetry.com/
Lloyd, S. L. (2004). Using comprehension strategies as a springboard for student talk. Journal of
Adolescent & Adult Literacy, 48(2), 114-124. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=14694567&site=ehostlive&
scope=site
Long, T. W., & Gove, M. K. (2003). How engagement strategies and literature circles promote critical
response in a fourth-grade, urban classroom. Reading Teacher, 57(4), 350-361. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=11578557&site=ehostlive&
scope=site
Measelle, J. R., John, O. P., Ablow, J. C., Cowan, P. A., & Cowan, C. P. (2005). Can children provide
coherent, stable, and valid self-reports on the big five dimensions? A longitudinal study from ages
5 to 7. Journal of Personality and Social Psychology, 89(1), 90-106. doi:10.1037/0022-3514.89.1.90
National Institute of Child Health and Human Development. (2000). Report of the national reading
panel. teaching children to read: An evidence-based assessment of the scientific research literature on
reading and its implications for reading instruction (NIH publication no. 00-4769). Washington, DC:
U.S. Government Printing Office.
Northwest Evaluation Association. (2011). Computer-based adaptive assessments | northwest evaluation
association (NWEA). Retrieved 4/23/2011, 2011, from http://www.nwea.org/productsservices/
computer-based-adaptive-assessments
Pearson, C. (2010). Acting up or acting out? unlocking children's talk in literature circles. Literacy, 44(1),
3-11. doi:10.1111/j.1741-4369.2010.00543.x
Pinnell, G. S., & Fountas, I. C. (2007). The continuum of literacy learning, grades K-8 : Behaviors and
understandings to notice, teach, and support. Portsmouth, NH: Heinemann.
R Development Core Team. (2010). R: A language and environment for statistical computing. R
Foundation for Statistical Computing, Vienna, Austria: ISBN 3-900051-07-0, URL http://www.Rproject.
org/.
Sandmann, A., & Gruhler, D. (2007). Reading is thinking. International Journal of Learning, 13(10), 105-
113. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=24953882&site=ehostlive&
scope=site
Silver, H. F., Strong, R. W., & Perini, M. J. (2000). So each may learn :Integrating learning styles and
multiple intelligences. Alexandria, Va.: Association for Supervision and Curriculum Development.
Tompkins, G. E., & Tompkins, G. E. (2001). Literacy for the 21st century :A balanced approach (2nd ed.).
Upper Saddle River, N.J.: Merrill.
Vygotskiĭ, L. S., & Cole, M. (1978). Mind in society : The development of higher psychological processes.
Cambridge: Harvard University Press.
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Published
2017-08-09
How to Cite
Young, C. (2017). Predictors of quality verbal engagement in third-grade literature discussions. International Electronic Journal of Elementary Education, 6(3), 427–440. Retrieved from https://iejee.com/index.php/IEJEE/article/view/56
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