Encouraging reluctant readers to read: Sixth-form led literature circles for Key Stage 3 students

This research and development project explores the impact of sixth form led literature circles on reluctant key stage 3 readers. After identifying that approximately half of the students in a year 7 class of 11-12 year olds expressed that they did not enjoy reading and were not currently reading anything, I implemented the literature circles model outlined by Daniels (2002), with the help of two sixth formers - both keen readers. While studies on literature circles are mainly positive, literature has also often highlighted problems that can occur within groups of disengaged readers. The aim of this study is to determine whether literature circles can be more effective if sixth formers act as facilitators to students’ discussions, role-modeling talk about books and monitoring their efforts. Using the case study method, I observe and analyse two groups with different sixth formers. The primary mode of data collection was through recording the discussions, but students also completed questionnaires and were interviewed. Additionally, the sixth formers were also interviewed on their own. Findings showed that, while one sixth former was not useful in encouraging students to read, another sixth former pushed students along their zones of proximal development to acquire new ways of thinking about and interrogating texts, and positively affected students’ attitudes towards reading. This research suggests that sixth formers, with the right support, can positively contribute to improving students’ attitudes to reading when working in literature circles.