Transactional Literature Circles and the reading comprehension of at-risk English learners in the mainstream classroom

This study examined a problem that many mainstream elementary teachers face today---how to successfully improve second language reading comprehension skills for English learners in an English only environment. The researcher used a mixed methods approach to examine both the academic and psychosocial effects of the Transactional Literature Circles Program (TLC) on 75, 4 th--6th grade, at-risk, English learners in 13 mainstream classrooms over 9 months. A control group of 75 at-risk, English learner students was used as a comparison. Multiple sources of evidence were used to provide the researcher with an in-depth understanding of the program's impact.; The results of this study indicated that the TLC program positively impacted the reading comprehension of the at-risk English learners who participated in the study. The TLC students outperformed the students in the control group on the 2004 CAT 6 Reading Test, and the 2004 Reading and Writing CELDT Tests. In 7 months, the TLC students increased one grade level of reading. This achievement gain is in stark contrast to the Collier and Thomas (1999) research findings that indicate English learners normally make one year's reading growth in 15 months. These findings suggest that mainstream classroom instruction can work when culturally relevant constructivist pedagogy is used.; Teacher surveys and interviews reported an increase in student reading engagement and motivation that positively affected reading self efficacy, confidence, and a willingness to participate in whole class discussions. Student survey results noted an increase in the use of reading comprehension strategies, which increased understanding and retention of important ideas in the text.; All program participants agreed that increased reading motivation and engagement was a significant by product of consistent small group interaction that employed a direct teaching of reading comprehension strategies. Instructing students in small group settings helped the teachers acknowledge and respond to their students' unique cultural orientations, values, and learning styles, thus positively affecting achievement outcomes.