Abstract
ABSTRACTResearch indicates that literature circles are an authentic means for literacy development that students typically enjoy. To better understand the potential value and to add to the research base regarding literature circles, this study, involving 17 fourth graders, explores factors that may influence the quality of literature discussions, including reading ability, gender, personality types, and group size. The regression model generated a significant p-value of .019 and an adjusted R-squared of .66. Emotional stability was significant (p < .05), and group was significant at the p < .01 level indicating that groups comprised of three students engaged in higher-quality discussions. These findings are presented and limitations and implications of the study are discussed.
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