Research
Allen, J., Moller, K.J., & Stroup, D. (2003, July-September ). "Is this some kind of soap opera?": A tale of two readers across four literature discussion contexts. Reading & Writing Quarterly, 19, 3, 225-252.

Almasi, J.F. (1995). The nature of fourth graders' sociocognitive conflicts in peer-led and teacher-led discussions of literature. Reading Research Quarterly, 30, 314-351.

Almasi, J.F., Arya, P., & O’Flahavan, J.F. (2001). A comparative analysis of student and teacher development in more and less proficient discussions of literature. Reading Research Quarterly, 36, 96-120.

Almasi, J.F., McKeown, M.G., & Beck, I.L. (1996). The nature of engaged reading in classroom discussions of literature. Journal of Literacy Research, 28, 1, 107-146.

Alvermann, D. (1996). Peer-led discussions: Whose interests are served? Journal of Adolescent & Adult Literacy, 39, 4, 282-289.

Alvermann, D., Young, J.P., Weaver, D., Hinchman, K.A., Moore, D.W., Phelps, S.F., Thrash, E.C., & Zalewski, P. (1996). Middle and high school students’ perceptions of how they experience text-based discussions: A multicase study. Reading Research Quarterly, 31, 3, 244-267.

Beeghly, D.G. (2005, September). It's about time: Using electronic literature discussion groups with adult learners. Journal of Adolescent & Adult L iteracy, 49, 1, 12-21.

Berne, J.I. & Clark, K.F. (2006, May). Comprehension strategy use during peer-led discussions of text: Ninth graders tackle "The Lottery." Journal of Adolescent & Adult Literacy, 49, 8, 674-686.

Boyd, F.B. (2002). Motivation to continue: Enhancing literacy learning for struggling readers and writers. Reading & Writing Quarterly, 18, 3, 257-277.

Commeyras, M. & Sumner, G. (1996). Literature discussions based on student-posed questions. Reading Teacher, 50, 3, 262-265.

Corden, R.E. (2001). Group discussion and the importance of a shared perspective: Learning from collaborative research. Qualitative Research, 1, 3, 347-367.

Dutro, E. (2001, December). 'But that's a girls' book!' Exploring gender boundaries in children's reading practices. Reading Teacher, 55(4), 376.

Evans, K.S. (1996). A closer look at literature discussion groups: The influence of gender on student response and discourse. New Advocate, 9, 3, 183-196.

Evans, K.S. (1996). Creating spaces for equity? The role of positioning in peer-led literature discussions. Language Arts, 73, 3, 194-202.

Evans, K.S., Alvermann, D., & Anders, P.L. (1998). Literature discussion groups: An examination of gender roles. Reading Research and Instruction, 37, 2, 107-122.

Eeds, M. & Wells, D. (1989). Grand conversations: An exploration of meaning construction in literature study groups. Research in the Teaching of English, 23, 4-29.

Farinacci, M. (1998). “We have so much to talk about!”: Implementing literature circles as an action-research project. The Ohio Reading Teacher, 32, 2, 4-11.

Frank, C., Dixon, C., & Brandts, L. (2001, February). Bears, trolls, and pagemasters: Learning about learners in Book Clubs. Reading Teacher, 54(5), 448-462.

Keefer, M.W., Zeitz, C.M., & Resnick, L.B. (2000). Judging the quality of peer-led student dialogues. Cognition and Instruction, 18, 1, 53-81.

Lehman, B.A. & Scharer, P.L. (1996). Reading alone, talking together: The role of discussion in developing literary awareness. Reading Teacher, 50, 1, 26-35.

Lehman, B.A. & Scharer, P.L. (1996). Teachers’ perspectives on response comparisons when children and adults read children’s literature. Reading Research and Instruction, 35, 2, 142-152.

Lewis, C. (1997). The social drama of literature discussions in a fifth/sixth grade classroom. Research in the Teaching of English, 31, 2, 163-204.

McMahon, S.I. & Goatley, V.J. (1995). Fifth graders helping peers discuss texts in student-led groups. Journal of Educational Research, 89, 1, 23-34.

Morocco, C., & Hindin, A. (2002, August). The role of conversation in a thematic understanding of literature. Learning Disabilities Research & Practice, 17(3), 144-159.

O’Flahavan, J.F. (1995). Teacher role options in peer discussions about literature. Reading Teacher, 48, 4, 354-356.

Raphael, T.E. & McMahon, S.I. (1994). Book club: An alternative framework for reading instruction. Reading Teacher, 48, 2, 102-116.

Scharer, P.L. & Peters, D. (1996). An exploration of literature discussions conducted by two teachers moving toward literature-based reading instruction. Reading Research and Instruction, 36, 1, 33-50.

Short, K.G. (1984). Literacy as a collaborative experience: The role of intertextuality. Doctoral dissertation. Indiana University.

Short, K.G., Kaufman, G., Kaser, S., Kahn, L.H., & Crawford, K.M. (1999). “Teacher-watching”: Examining teacher talk in literature circles. Language Arts, 76, 5, 377-385.

Smith, M.W. (1996). Conversations about literature outside classrooms: How adults talk about books in their book clubs. Journal of Adolescent & Adult Literacy, 40, 3, 180-186.

Smith, S.A. (2000). Talking about “real stuff”: Explorations of agency and romance in an all-girls book club. Language Arts, 78, 30-38.

Villaume, S.K. & Hopkins, L. (1995). A transactional and sociocultural view of response in a fourth-grade literature discussion group. Reading Research and Instruction, 34, 190-203.

Best Practice Articles
Brabham, E.G. & Villaume, S.K. (2000). Continuing conversations about literature circles. Reading Teacher, 54, 3, 278-280.

Brevig, L. (2006, March). Engaging in retrospective reflection. Reading Teacher, 59 (6), 522-530.

Burda, K. (2000). Living and learning: A four-year journey into literature circles. Primary Voices K-6, 9, 1, 17-23.

Burns, B. (1998). Changing the classroom climate with literature circles. Journal of Adolescent & Adult Literacy, 42, 2, 124-129.

Bruce, H. (2003). Hoop dancing: Literature circles and Native American storytelling. English Journal, 93, 1, 54-59.

Chandler, K. (1996). “Make it more real”: Book groups, “Make Lemonade,” and the school nurse. ALAN Review, 24, 1, 16-19.

Conry, C.E. (1997). A student teacher’s experiences structuring literature-based discussions. English Journal, 86, 8, 82-85.

Crapse, L. (1995). Helping students construct meaning through their own questions. Journal of Reading, 38, 5, 389-390.

Daniels, H. (2002). Expository text in literature circles. Voices from the Middle, 9, 4, 7-14.

Daniels, H. (2003). How can you grade literature circles? Voices from the Middle, 11, 1, 52-53.

Dickinson, J. (1995). Talk and picture books in intermediate classrooms. Primary Voices K-6, 3, 1, 8-15.

Diehl, H. (2005, September). Snapshots of our journey to thoughtful literacy. Reading Teacher, 59 (1), 56-69.

Dong, Y. (2006, October). Learning to think in English. Educational Leadership, 64(2), 22-26.

Dugan, J. (1997). Transactional literature discussions: Engaging students in the appreciation and understanding of literature. Reading Teacher, 51, 2, 86-96.

Dyer, J., Conley, T., & Lovedahl, A. (2000). Talking about books right from the start: Literature study in first, second, and third grade. Primary Voices K-6, 9, 1, 27-33.

Eeds, M. & Peterson, R. (1997). Literature studies revisited: Some thoughts on talking with children about books. New Advocate, 10, 1, 49-59.

Finke, J. & Edwards, B. (1997). Teacher education students’ insights from intergenerational literature circles. Journal of Teacher Education, 48, 5, 367-378.

Gavelek, J.R. & Raphael, T.E. (1996). Changing talk about text: New roles for teachers and students. Language Arts, 73, 3, 182-192.

George, M.A. & Stix, A. (2000). Using multilevel young adult literature in middle school American studies. Social Studies, 91, 1, 25-31.

Geraci, P.M. (2003). Promoting positive reading discourse and self-exploration through a multicultural book club. Journal of Correctional Education, 54, 2, 54-60.

Gilbert, L. (2000). Getting started: Using literature circles in the classroom. Primary Voices K-6, 9, 1, 9-16.

Gilles, C., Dickinson, J., McBride, C., & Vandover, M. (1994). Discussing our questions and questioning our discussions: Growing into literature study. Language Arts, 71, 499-508.

Goldberg, S.M. & Pesko, E. (2000). The teacher book club. Educational Leadership, 57, 8, 39-41.

Hauschildt, P.M. & McMahon, S.I. (1996). Reconceptualizing “resistant” learners and rethinking instruction: Risking a trip to the swamp. Language Arts, 73, 8, 576-586.

Hollifield, T. (2000). Reflections from an inclusion teacher. Primary Voices K-6, 9, 1, 24-26.

Holt, J. & Bell, B.H. (2000). Good books, good talk, good readers. Primary Voices K-6, 9, 1, 3-8.

Jaeger, L. & Demetriadis, S.N. (2002). Book club on a budget. School Library Journal, 48, 3, 47.

Johnson, H. (2000). “To stand up and say something”: “Girls only” literature circles at the middle level. New Advocate, 13, 4, 375-389.

Kaback, S.S. (1999). What are you doing tomorrow? Teachers, students, and parents light the reading fire. New Advocate, 12, 3, 277-280.

Katz, C.A., Kuby, S.A., & Hobgood, J.M. (1997). Trapped in a month of Mondays (middle school). Journal of Adolescent & Adult Literacy, 41, 2, 152-155.

Keefe, C.H. (1995). Literature circles: Invitations to a reading and writing community. LD Forum, 21, 1, 20-22.

Keehn, S., & Roser, N. (2002). Fostering thought, talk, and inquiry: Linking literature and social studies. The Reading Teacher, 55, 416-426.

King, C. (2001). “I like group reading because we can share ideas”: The role of talk within the literature circle. Reading, 32, 1, 32-36.

Love, K. (2002). Mapping online discussion in senior English. Journal of Adolescent & Adult Literacy, 45, 5, 382-397.

Maloch, B. (2004, March). One teacher's journey: Transitioning into literature discussion groups. Language Arts, 81(4), 312-322.

Martinez-Roldan, C. & Lopez-Robertson, J. (1999). “Stopk, think and listen to the heart”: Literature discussions in a primary bilingual classroom. New Advocate, 12, 4, 377-379.

McIntyre, E. (2007, April). Story discussion in the primary grades: Balancing authenticity and explicit teaching. Reading Teacher, 60(7), 610-620.

McKee, B. (2005). Adventures with a high school book club. Library Media Connection, 23, 4, 44-46.

McKenna, E.M. (1996). Moving toward a student-centered literature class. Teaching and Change, 3, 2, 130-147.

Mizokawa D.T. & Hansen-Krening, N. (2000). The ABCs of attitudes toward reading: Inquiring about the reader's response. Journal of Adolescent & Adult Literacy, 44, 1, 72-80.

Montgomery, W. (2000). Literature discussion in the elementary school classroom: Developing cultural understanding. Multicultural Education, 8, 1, 33-36.

Noll, E. (1994). Social issues and literature circles with adolescents. Journal of Reading, 38, 2, 88-93.
Peralta-Nash, C. (2003). Literature circles in a bilingual classroom: The power of language choice. New Advocate, 16, 1, 57-61.

Peralta-Nash, C. & Dutch, J.A. (2000). Literature circles: Creating an environment for choice. Primary Voices K-6, 8, 4, 29-37.

Pierce, K.M. (1995). A plan for learning: Creating a place for exploratory talk. Primary Voices K-6, 3, 1, 16-29.

Rice, P. (2005, December). It "ain't" always so: Sixth graders' interpretations of Hispanic-American stories with universal themes. Children's Literature in Education, 36(4), 343-362.

Rogers, R. (2002, May). 'That's what you're here for, you're suppose to tell us': Teaching and learning critical literacy. Journal of Adolescent & Adult Literacy, 45(8), 772.

Samway, K., Whang, G., Cade, C., Gamil, M., Lubandina, M., & Phommachanh, K. (1991). Reading the skeleton, the heart, and the brain of a book: Students' perspectives on literature study circles. Reading Teacher, 45, 196-205.

Schleper, D.R. (1996). Talking about books. Perspectives in Education and Deafness, 14, 3, 7-10.

Scott, J.E. (1994). Literature circles in the middle school classroom: Developing reading, responding, and responsibility. Middle School Journal, 26, 2, 37-41.

Short, K.G. (1999). The search for “balance” in a literature-rich curriculum. Theory into Practice, 38, 130-137.

Spiegel, D.L. (1998). Silver bullets, babies, and bath water: Literature response groups in a balanced literacy program. Reading Teacher, 52, 2, 114-124.

Whitin, P. (2002). Leading into literature circles through the sketch-to-stretch strategy. The Reading Teacher, 55, 444-450.