Benefits of Teacher Modeling of Reading and Literature Discussion Groups in a Fifth-Grade Classroom

In an attempt to incorporate research-based strategies including teacher modeling of reading and literature discussion groups into a fifth-grade reading curriculum, a teacher finds her students in a small, southwest town very receptive. This teacher research project involved reading with students while they were reading, as well as reading aloud to students as a regular part of reading instruction. Students also benefited from participation in literature discussion groups centered on a book of their choice. Positive effects on attitudes, reading behaviors, and progress in reading resulted. Problem Context and Rationale David (pseudonym) is a reluctant learner. Preferring art to any other subject, this fifth-grader has difficult concentrating on other things—especially reading. He is always looking for the easy way out and rarely exceeds minimum requirements. David has met his Accelerated Reader goals a few times this year, but most of his testing was done in the last two weeks before the end of the term. Rushing to meet his goal, David chose short, low-point books and read them to test, not for enjoyment. Besides the novels we have read as a class, only one out of the 4