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Bibliotherapy in Literature Circles 1

Running Head: BIBLIOTHERAPY IN LITERATURE CIRCLES

Addressing Self-Esteem Through the Use of Bibliotherapy in Literature Circles

By

Nicole Wadsworth

An Action Research Project submitted to the

Faculty of the Graduate Program for Education

in partial fulfillment of the requirement for the degree of

MASTER OF EDUCATION

Westminster College

Salt Lake City, Utah

May 2007


THIS IS TO CERTIFY THAT THE ACTION RESEARCH PROJECT ENTITLED

Addressing Self-Esteem Through the Use of Bibliotherapy in Literature Circles

By

Nicole Wadsworth

Has been accepted in partial fulfillment of

the requirement for the degree of

MASTER OF EDUCATION

Westminster College

Salt Lake City, Utah

Faculty Advisors

Date Peter Ingle, Ph.D.,

Associate Professor

Date Christopher LeCluyse, Ph.D., Assistant Professor


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My most sincere gratitude goes to those who helped me reach this goal: The Pedal Pushers

My 2006-2007 Fifth-Grade Class Professor Christopher LeCluyse

Professor Peter Ingle Professor Joyce Sibbett Professor Kristi Jones

Nikki Peterson & Barbara Hess

Most importantly I wish to thank my mom, dad, Jim and Jeff who have always believed in me.

They taught me to believe in myself and helped me every step of the way.

Without you this would have never been possible! I love you!


TABLE OF CONTENTS ABSTRACT ........................................................................................................7 INTRODUCTION ................................................................................................8 CONTEXT AND FOCUS STATEMENT ............................................................10 BACKGROUND .................................................................................................14 METHODS .........................................................................................................26 NARRATIVE ......................................................................................................29 SIGNIFICANCE .................................................................................................44 REFERENCES ..................................................................................................47 APPENDICES ...................................................................................................50

A. DRA Pre-Test Summary for Class A .................................................50 B. DRA Pre-Test Summary for Class B .................................................52 C. Interview of Fifth-Grade Teacher .......................................................54 D. Interview of Literacy Specialist ..........................................................57 E. Rosenberg Self-Esteem Scale ..........................................................60 F. Rosenberg Pre-Test Testing Sheets for Class A ..............................62 G. Rosenberg Pre-Test Testing Sheets for Class B ..............................79 H. DRA Post-Test Summary for Class A ...............................................94 I. DRA Post-Test Summary for Class B ...............................................96 J. Rosenberg Post-Test Testing Sheets for Class A ............................98 K. Rosenberg Post-Test Testing Sheets for Class B ..........................114 L. Character Development Story Map Graphic Organizer ..................129 M. Literary Reactions Graphic Organizer ............................................131 N. Sample Graphic Organizers from Class A ......................................133 O. Sample Journal Entries from Class B .............................................139


ABSTRACT

This action research project takes a look at integrating the literary

technique of bibliotherapy with that of the literature circle to increase fifth-grade

students’ comprehension skills and self-esteem. This project follows two classes

from the same school and grade as they experiment with these two techniques.

In 2007, Class A students were divided into heterogeneous literature circle

groups to read the book Jeckie’s Nine. Class A prepared for literature circle

groups by completing two graphic organizers, one about the character and one

summarizing the selection. Students also completed a section on the graphic

organizers entitled “lifelong implications” after their literature circle meeting.

Class B read the book Jackie’s Nine alone and created personal journal

responses. All students were given the Developmental Reading Assessment

(DRA) to assess for changes in comprehension and the Rosenberg Self-Esteem

Scale to assess for changes in self-esteem.


INTRODUCTION

Most students begin their school career in kindergarten with bright eyes

and a healthy self-concept. They learn to read with the attitude that they are

simply the best. They are encouraged by all who surround them, their teacher,

their families and their peers. Nothing can stop them. This story changes as time

goes by. The once-80% of kindergarten students who were classified as having

a healthy self-esteem drops to a staggering 20% when a student reaches fifth

grade (Rubin, 1999).

These numbers are alarming, but step into my classroom and you will see

the proof that the numbers are true. In my fifth-grade classroom I have watched

students exhibit a lack of self-esteem through their withdrawn and unresponsive

behavior, their inability to make friends and keep them, their cutting remarks

towards themselves and others and their inability to work independently and

complete common tasks. These disturbing behaviors prompted me to take

action to counteract these behaviors.

To address these issues in my classroom, I have implemented a literature

circle reading program using bibliotherapy books that emphasize self-esteem.

Bibliotherapy is a strategy that uses books for a therapeutic purpose (Jackson

and Nelson, 2001; Stringer, et al. 2003; Stamps, 2003; Prater 2006). Similar to

reading strategies, bibliotherapy is a strategy that can encompass a variety of

subject matter.

I have targeted two fifth-grade classes is located in a Title One school

which is fairly transient. There are 16 students in Class A, 8 males and 8


females. Class B is made up of 14 students, 8 females and 6 males. I will

facilitate all instruction and procedures with each class.

These fifth-grade students read a variety of picture books with self-esteem

topics. For Class A, this is done in a literature circle fashion with small groups of

students reading the same title, discussing that title together and completing a

follow-up project. Students’ self-esteem is assessed through observation,

student journaling and a pre and post Rosenberg Self-esteem Scale (Rosenberg,

1965). Class B will simply read the same picture books and journal their feelings

about the books and will also be given the Rosenberg Self-esteem Scale. Each

group of students will also be assessed with the Developmental Reading

Assessment (DRA) to show progress in comprehension.

Through the findings of this action research project, I am implementing

teaching and therapeutic strategies that are increasing student self-esteem and

class cohesion while increasing reading skills. It is my hope that I can continue

this method and improve the self-esteem and reading comprehension of all

students that pass through my door.


CONTEXT AND FOCUS STATEMENT

This action research project’s purpose is to examine the increase of

students’ self-esteem through the use of literature circles. It will also document

whether each student’s reading level changes over time

Just as Abraham Maslow, I believe that students must have a healthy self-

concept to achieve maximum learning. This project attempts to help students

achieve maximum learning by improving self-concept through bibliotherapy. It is

also designed to help teachers understand that much can be done in the

classroom to increase a student’s self-worth.

Though my teaching experience, I have found a correlation between

poverty and low self-esteem. Students who come from a lower socioeconomic

bracket seem, to me, to be more withdrawn, less active, less confident and lack

the desire to achieve. In my classroom this year, I have watched self-worth or

self-esteem diminish. Students are attacking each other and waging war on the

emotional well being of their peers. My students are not afraid of the cutting

remarks that come out of their own mouths. They either don’t care about the

remarks or don’t realize the effect of their words, which I believe to be a

precursor to their adult lives.

These observations bring me back to Maslow and his hierarchy of needs:

first psychological, second safety, third immune systems, forth self-esteem and

last self-actualization (Prince and Howard, 2002). Maslow’s pyramid illustrates

that students who don’t have their psychological and safety needs met can’t


travel up the ladder to meet needs of self-esteem and then achieve learning and

success.

Low self-esteem can also lead to future adult troubles, such as financial

issues, criminal issues and physical health. Although there is no direct link

between these issues, there is a strong correlation (Trzensniewski et al. 2006).

Self-esteem can be a vicious circle as success breeds increased self-esteem,

which in turn breeds more success. The reverse can also be true; failure can

breed low self-esteem and more failure (Prince and Howard, 2002). At some

point the cycle of low self-esteem must be stopped, and I believe that the

classroom is a great place to start.

I teach at a public, Title One elementary school in American Fork, Utah.

Its Title One status comes from the fact that 64% of the students come from a

financial situation below the poverty level. Because of this Title One status the

school qualifies for added funding. The school has an all-day kindergarten, many

aides and additional funding for teacher hours and materials. These resources

are provided for the younger grades, kindergarten through fourth, with fifth and

sixth grade being left out. This distribution of resources stretches the help

available for fifth and sixth grade students (i.e. one-on-one reading or math

tutoring by aides). I have also noticed that there is a jump between fourth and

fifth-grade in curriculum. There is more curriculum outlined for students in fifth-

grade, so there is more to learn.

The school is also quite transient with frequent move-ins and move-outs.

The fifth grade alone has had six move-ins since December and four move-outs


since December. December is a rough month; about 5% of the fifth grade

population goes on vacation for a month or more. District policy and state policy

states that a student must be dropped after being absent for nine days; each of

these students must be dropped and re-added when they return. I believe that

this policy adds to the transience population of our school.

The population for my action research project is two fifth-grade classes at

this school. Class A is made up of 16 students, 8 males and 8 females. Four of

the 16 students receive help from the special education department in various

subjects. Six students see the school psychologist on a regular basis. They deal

with various issues ranging from inmate parents and juvenile diabetes to seeing

a parent commit suicide. Class A had an average Developmental Reading

Assessment, DRA score of 80.75 (Beaver and Carter, 2003).

Class B has a similar background. This class is made up of 14 students, 6

males and 8 females. There are also four students who receive help from the

special education department and those same students also see the school

psychologist. One student comes about every nine days, while another student

has just returned from a 31 day absence. Their average DRA score is 80.

One support the upper grade-school students have is that of the school

psychologist. The school psychologist is very good at meeting each student’s

specific need. She is not only involved in this project, but also heads up many

other individualized sessions and groups. We share this school psychologist with

the feeder junior high. This has been quite a change in recent years; previously

school psychologists have worked in one school only. Unfortunately this


provides our school with less one-on-one time with the school psychologist for

our students.

As students enter the fifth grade, they see an increase of responsibility

and work, which in turn results in a decrease of self-esteem because of the lack

of success. A reduction in classroom resources such as materials, aides and

school psychologists makes it difficult for students to succeed and feel good

about themselves. Teachers must fill this void by helping students improve how

they view themselves. I believe that students learn life skills and values from

what they read and can therefore benefit from literature circles.


BACKGROUND

This literature review summarizes many scholarly articles discussing the

use and benefits of literature circles. Literature circles, made popular under the

nickname “book clubs,” have become a common feature of many classrooms.

They are centered around the idea of student choice and student-directed study.

Harvey Daniels (1994) defined literature circles as small, temporary groups with

regular meetings to discuss a group-determined portion of text (as cited in Long

and Gove, 2003-2004).

Literature circles provide instruction and learning in basic literacy skills

such as questioning, critical thinking and comprehension. These skills will be

explored and addressed in this literature review. This review will also consider

how literature circles can help students make connections to the teaching core

and to their own lives by using bibliotherapy, which Heath et al. (2005) define as

a literary healing tool. Developing these abilities through the use of literature

circles can help teachers develop more comprehensive curricula. More

importantly, literature circles can help students become stronger readers and

given them the opportunity to heal.

Balanced Literacy Balanced programs give students opportunities for reading success. The

“balance” in “balanced literacy” is essential in all classrooms. There must be a

balance in strategies and teaching methods. Every child in a classroom doesn’t

benefit from the same program or method; a portion of students may, but not all

(Spiegel, 1998).


In reference to conducting a balance approach to reading, Brabham and

Villaume (2000) state that literature circles promote reading activities such as

predicting, visualizing and making connections. These strategies can help

students become more responsible for their own learning. Brabham and

Villaume (2000) also highlight higher order strategies of solving word-and test-

level problems, summarizing while reading, finding an argument for the text and

being able to critically think or evaluate the writing. These higher-order reading

skills also promote active and thoughtful reading while giving a classroom a

balanced approach to literacy learning.

Student Interest

As students begin to learn to read, they must be engaged so they continue

to read. Literature circles are designed to play to the students’ interests.

Students have the opportunity to choose literature that is appealing to them. This

peaks the students interest and then provides them the opportunity to learn

literary skills and improve as readers. Students must become engaged readers

first (Scharer et al, 2005).

Literature circles are appealing to children. In my experience, students

feel empowered by the freedom to choose a text and lead group discussion.

This empowerment seems to pique students’ interest. King (2001) notes that

prescribed teaching can be confusing to the students, dampen their interest and

not provide for further engagement. Lifelong readers are made through

interesting texts. One of my students said, “It is so much more fun to read when I

like what I am reading. It [time] goes so fast.” Young students must be exposed


to books that interest them. They must have the opportunity to choose books,

this brings empowerment and interest.

Critical Thinking/Inquiry As the students come up with their own questions, literature discussions

become richer. Students who are responsible for the discussion learn to find

meaning within the text. They also find a personal meaning or connection within

the text which creates interest or inquiry (Brabham & Villaume, 2000 and Lloyd,

2004). By finding a personal meaning, students are able to value the opinions of

others and reference their own opinions within the text (Lloyd, 2004). In the

article Collaborative Literacy: Lessons Learned from Literature, Wood, Roser and

Martinez (2001) explain that students could do three things when they

collaborated in discussion:

1. Share information

2. Clarify misunderstandings

3. Raise new perspectives.

As students discuss issues within the text, they bring many perspectives

to the table. Students share things they believe as they relate to the situations

presented in the literature. When students are encouraged to share their

thoughts, feelings and perspective they take the literature one step further. This

gives students the opportunity to take their critical thinking beyond the text (Long

& Gove, 2003-2004; Ketch, 2005).

Both Ketch (2005) and King (2001) explain that engaging conversation

from differing points of view helps students form new ideas and think critically


about issues they should support or reject. Conversation can also encourage

internal inquiry and social inquiry. As Ketch (2005) says, “We learn through

discussion, and it molds our thinking.”

Studies done by Long and Gove (2003-2004) found that when students

were encouraged to make connections, reflect back on the text and question the

text, they became more critical thinkers. These strategies helped students

connect to the literature and take ownership of issues that affect them or that are

critical in society. Long and Grove (2003-2004) also find that there was a

transfer of skill with students involved in discussion. Not only were students able

to discuss literary things critically, but they were able to write critically about other

topics.

Core Connections

As years pass, teachers become more and more stressed for instruction

time. Combining literacy instruction with other core content can reduce the

pressure a teacher may experience. Connecting literacy instruction to other

subjects can also teach students to transfer various literary skills.

Lloyd (2004) noticed that social studies students were not able to make

reading connections with non-fiction texts. Literature circles lend themselves

easily to fiction and non-fiction texts, they also can provide a common ground for

the study of other core connections. Straits and Nichols (2006) state, “Roles

such as Science Translator, Science Biographer, and Fact Finder are helpful in

this type of circle to guide students toward greater science learning.” They

believe that literature circles give students an over all greater understanding,


encourage more learning and given them a chance to explore the content and

make meaning in various curricula, such as science.

Literature circles can also be a means to assessment. Students can

create a creative presentation to show their understanding of the book and

subject matter (Straits and Nichols, 2006). Students are given the chance to

teach concepts studied in their literature circle books and by teaching the

information students become experts.

Comprehension

Talking about literature is the connection a student needs to

comprehension (Ketch, 2004). It is an environment of discussion that helps

students make meaning from the text. While questioning during the discussion a

student can find a deeper meaning to the text, than the literal meaning of the

words. They can find valuable insights that help the other students within the

discussion find the meaning of the text (Ketch, 2005; Lloyd, 2004).

The method of questioning during literature circles for complete

comprehension is different for fiction and nonfiction (Lloyd, 2004). These need to

be introduced to the students, so that they may use the strategy to obtain

accurate comprehension. Students have a higher comprehension when they

have been actively taught comprehension strategies. This teaching takes time,

but can ensure greater learning (Dermody and Speaker, 1999).

Organization of Literature Circles Literature circles can be organized in many different ways. Each literature

circle usually includes the reading of a student chosen text (Lloyd, 2004) and


some sort of student directed discussion. Many believe that literature circles are

for upper elementary and secondary students, but that just isn’t true (Kimbell-

Lopez, 2003). Literature circles can be used for all students and all students can

benefit from their literary influence.

After students complete the assigned reading, there should be activities

that explore the reading. One of the activities should be discussion, which might

include a discussion with the teacher (Prater et al, 2006). These activities

assess each student’s comprehension, literacy proficiency and real-life

connections.

In my experience with literature circles, it is essential to teach the students

the steps involved. Students need to practice proper behavior in literature circles

and the teacher must model and expect appropriate behavior at all times.

Ultimate learning cannot happen when students don’t know what to do or what is

expected. As Wood, Roser and Martinez (2001) say, “Helping students learn to

work collaboratively during literature discussion doesn’t happen overnight.”

Teachers should not let that fact frighten them from using literature circles,

however the benefits outweigh the potential chaos.

Benefits of Discussion

The basic component of literature circles is discussion. A study done by

Buchanan and Triplett (2005) found that discussion engaged students

cognitively, motivationally and emotionally. This conversation provides students

with the opportunity to find respect for others and build empathy for others. They

also become the sole owner of their knowledge (Ketch, 2005). A study done in


2004 found that when students were talking and questioning during literature

circles, most of the time was spent fairly evenly between making inferences,

discussing prior discoveries and looking at newly discovered information (Lloyd,

2004).

Talking also becomes a great motivation for all students (Buchanan &

Triplett, 2005). In my experience, I have seen students get excited about what

they read, but are set back by not being able to express that excitement. It

seems that most of the time spent by a student reading alone is done in a silent

situation and there is not an opportunity to share. I believe that students get

discouraged by this. Literature circles provide the opportunity to share and that

is very appealing.

Talking about books helps students explore how the text relates to the

world around them. As they share their thinking, the students’ understanding of

the text further develops. The students also are able to work with the text further

in a social situation and an educational situation (Wood et al, 2001; Brevig,

2006). Many times students bring up past discussions, building on what they

have already discussed about the reading that has just taken place (Brevig,

2006)

During a literature circle discussion students not only increase their

literacy skills, they also increase their social skills. As students talk, they have to

learn how to conduct a discussion in a socially appropriate way. Children learn

to ask other group members questions, ask for their opinions and add important

comments. As students learn to do this, they begin to give answers throughout


the conversation. Students begin to participate because they want to and not

because have to (Long and Cove, 2003-2004). They must know when to talk

and when to listen. Learning these skills while one is young provides strategies

for the future use (Wood et al, 2001).

Bibliotherapy

As years go by, our students are becoming increasingly burdened with

issues such as divorce, bullying, alcohol and drugs. These issues are very real

to our students, but dealing with these situations is something that is neglected in

the classroom (Scharer et al, 2005). These students must be taught how to deal

with these things. The best teaching can come from a strategy called

bibliotherapy. Bibliotheraphy is a strategy of helping students deal with issues in

their lives. Bibliotherapy can help students become aware of many issues such

as: self-esteem, interactions with others, problem solving and emotional issues

(Stamps, 2003; Prater, 2006).

Bibliotherapy is broken down into four stages by Stamps (2003):

1. Identification – Identify the problem. Choosing the book and matching

it to the students’ situation is the most important thing. The students

must be able to see their situation in the story (Sridhar and Vaughn,

2000).

2. Catharsis – The student identifying with the character

3. Insight – Students apply the situation addressed by the book’s

character to their own situation. A positive reaction may happen in

this phase.


4. Universalization – This is known as “putting yourself in someone else’s

shoes.” Hopefully students can see that all people have problems.

Through all of these stages the teacher should discuss the chosen issue and

share helpful coping strategies or problem solving strategies with the student or

students. This method lends itself to much questioning, and the teacher must

carefully and thoughtfully ask questions that will help the student (Stamps, 2003;

Sridhar and Vaughn, 2000).

As teachers read a bibliotheraputic book with a student or a group of

students there also needs to be some engagement strategies to motivate the

students (Long and Gove, 2003-2004; Stamps, 2003). A study conducted by

Trisha Wies Long and Mary K. Gove (2003-2004) concluded that literature circles

and engagement strategies can, “promote critical response—first children read

(or are read to, or both), they discuss, they learn to question, they experience the

text firsthand; then they act on textual possibilities…” These authentic issues

addressed through bibliotherapy can become essential not only for emotional

learning, but for literacy learning.

Bibliotherapy can also engage students in reading and can be used as a

strategy to interest students in books. Reading through bibliotherapy can

increase students’ literacy skills while helping them to cope and understand their

own personal issues (Prater et al., 2006)

Prater et al. (2006) created a ten-step strategy plan to help teachers in

implementing biblioherapy in the classroom setting. The steps are


1. Develop a rapport, trust and confidence with the student. Students

must trust those who are trying to work through their issues. The trust

and rapport that the teacher builds with the students opens channels of

discussion and reform.

2. Identify other school personnel who can assist. Schools are full of

people who are willing to help students. Those people might include;

the school psychologist, the school nurse, the principal, other teachers,

aides, special educators, etc.

3. Solicit support from the students’ parents or guardians. The students’

parents are a critical component. They lend support and can reinforce

the issues being addressed. In my opinion, parents or guardians need

to be trained in bibliotherapy and also need to be aware of each

teaching situation they are providing for their child.

4. Define a specific problem the student is experiencing. Teachers may

also need to research certain issues and strategies for dealing with

them.

The following steps are a basic literature circle exercise:

1. Create goals and activities to address the problem.

2. Research and select books appropriate for the situation.

3. Introduce the book to the student.

4. Incorporate reading activities.

5. Implement postreading activities,

6. Evaluate the effects of bibliotherapy on the student.


These steps make bibliotherapy easy for a classroom teacher. They also can be

followed by another school professional or even a parent. This can also work for

a class of students or a small group of students.

Prater et al. (2006) emphasizes that teachers should know that they are

not alone in implementing bibliotherapy within their classrooms. Many times the

classroom teacher collaborates with school psychologist. These two school

professionals can collaborate in the creating of the bibliotheraphy program for a

students or group of students. They can support each other throughout the

whole process. The classroom teacher instructs the students in the reading and

activity part of the process and the school psychologist following up with the

student. Sometimes schools don’t have a school psychologist and so the

classroom teacher doesn’t have that support. This is why Prater et al. (2006)

came up with the 10 Steps for Teachers. If teachers find themselves in a

situation without a school psychologist there are other school personnel that can

support and help.

Self-Esteem

One of the basic needs for all children is to have a healthy self-esteem.

When children have a healthy self-esteem, they are better equipped to learn.

Maslow points out that all people need to have a high opinion of themselves to

be able to obtain anything. Students who are confident with themselves will face

the challenges of school better and become more confident in situations they

encounter (Prince and Howard, 2002).


Teachers can create an environment that can boost students’ self-esteem

(Laursen, 2005). This environment can be created through how the teacher

interacts with the students and how the students interact between each other.

Teacher and student, both, need to realize the benefit to positive encouragement

and acceptance. Students who are do not feel accepted within the classroom

and society may then turn to gangs. Gangs provide the needed acceptance

which students need, whatever the price (Prince and Howard, 2002; Laursen,

2005).

Bibliotherapy is a tool that can be used to increase self-esteem and other

issues that students might face within the classroom setting. Using

bibliotheraputic books is a great way of helping students understand the feelings

they are having, find solutions that will work, and make them feel better about

themselves. As students feel better about themselves, they will increase their

personal success.


METHODS

Inquiry Observation At the beginning of the 2006-2007 school year, I noticed my new fifth-

graders struggling. In the previous year, students had similar difficulties with

reading comprehension. Because the students could not retain information read

in short passages, I wondered why this was happening. This brought me to my

first inquiry question, “Why can’t students recall, retell or retain information

read?”. As I examined this question it brought more questions to mind such as,

“Do students not understand the text or do they not know how to express the

information?”. As these questions filled my mind, I began researching the topic

of comprehension

Action Research Project Procedures & Timeline

September 2006 – November 2006. In September 2006, I began

researching the idea of reading and comprehension. As I read the articles on

comprehension, I began to see some correlation between comprehension and

discussion. I also began to watch my own practice and reflect on my past

learning. I realized that I had a much better understanding of a piece of text

when I verbally participated in a discussion. I began to think about strategies to

remedy this situation of comprehension and students being able to convey that

knowledge. These questions lead me to the reading strategy of literature circles.

Literature circles are a staple in my classroom. I loved the group work and

participation they provided, but I did not realize their implications for reading. I

began to research literature circles further, looking for the correlation between

literature circles, discussion and comprehension. While I conducted this


research and formulated my research question, I gave each student the

Developmental Reading Assessment (DRA) (Appendixes A and B) to benchmark

their beginning comprehension levels.

December 2006. In December I added a focus to my Action Research

Project. It seemed at that point of the year that students were self-destructive

and highly critical of their peers. Students were calling themselves and each

other names, mocking each other and struggling with simple tasks because of

their lack of confidence. I determined this behavior to be a direct effect of the

lack of self-esteem and therefore added a look at self-esteem to my project. To

address this issue of self-esteem I decided to use bibliotherapy through literature

circles.

I also interviewed two fellow teachers about how and why they use

literature circles in their classes (Appendixes C and D). It was evident through

one interview that the discussion portion of literature circles was essential for the

teacher’s students. This validated my ideas of students needing the discussion

time to express their feelings about the text ad their understanding of the text.

January 2007 – March 2007. This portion of the project focused on the

reading comprehension improvement and self-esteem improvement of Class A

and Class B when literature circles and bibliotherapy were used. Each class

read a bibliotheraputic book, Jackie’s Nine by Sharon Robinson, although Class

A received literature circle instruction and Class B did not.


Jackie’s Nine is about the nine life skills Jackie Robinson felt anyone

needed in life. It includes complied writings of Jackie Robinson, Sharon

Robinson (his daughter) and others with similar goals. I chose this book for

many reasons, first, it is a chapter book and I believe that fifth-graders need

something on their reading level; second the nine topics chosen exemplify the

values needed in my fifth-grade class that I believe will increase self-esteem; and

third all of the chapters include writings and advice by different authors. I believe

that the perspective of different authors gives different students different ideas

about the subjects.

Both Class A and Class B were given the Rosenberg Scale of Self-

Esteem (Appendixes E, F and G), in which students rate each answer on a Likert

scale, before they began the literature circles. Class A read each chapter, then

recorded thoughts and feelings in their journals, proposed questions, discussed

in literature circle groups and then recorded additional feelings in their journals.

Class B read the chapters and recorded their feelings in their journals without

literature circle discussion.

Upon completion of the book, both Class A and Class B were given the

DRA as a comprehension post-assessment measure (Appendixes H and I).

They were also given the Rosenberg Self-Esteem Scale (Appendixes J and K) as

a post-assessment. The data found in these two assessment measures were

triangulated with the information gathered in the literature review and interviews.


NARRATIVE

After researching literature circles and bibliotheraphy, I officially began my

project early in 2007. There were two outcomes I was looking for in my project,

first a comprehension increase and second a self-esteem increase.

To assess for the first outcome of comprehension, before beginning the

project I gave all the students in Class A and Class B the Developmental

Reading Assessment, or DRA (Beaver and Carter, 2003). This created a

baseline with which to compare final DRA scores (Appendixes A and B). In

giving this baseline DRA, I discovered many interesting things about my

students’ reading abilities.

In the Comprehension Skills and Strategies section of the DRA, students

are evaluated in six different areas: prediction, summary, literal comprehension,

interpretation, reflection and metacognitive awareness. Surprisingly, students

seemed to struggle with summarizing the details of the story. Students were able

to reference the story as they filled out the summary page but still were not able

to give an adequate summary in their own language. Many of the students

copied sections out of the story and many of the summaries lacked important

facts and details. To me, this seemed like the task the students should have

excelled in: the information was right in front of them to recall.

Although students struggled with the summary section, they did

surprisingly well on the literal comprehension and reflection sections. The literal

comprehension section requires students to recall specific details, and the

reflection section requires students to reflect on the their internal learning. I was


encouraged that the students were able to understand the implications of the text

for their lives. I believe that finding such lifelong implications is an essential part

of learning and decided to focus on this aspect.

I was pleased with the students’ total comprehension scores. Class A

(figure 1) had an overall comprehension average of 15.5, with the total possible

score being 24. Class B’s overall comprehension average was comparable to

Class A with a score of 15.07 (figure 2). These scores gave me a baseline with

which to compare final DRA comprehension scores after implementing

bibliotheraputic literature circles with Class A and journaling with Class B. The

similarily of both classes’ baseline scores foregrounded the exact increase in

DRA as a result of each method. The post-test was also a DRA test, but my

focus was on the overall score, interpretation and reflection sections.

Figure 1. Individual comprehension pre-test scores for Class A

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Figure 2. Individual comprehension pre-test scores for Class B

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Shortly after deciding to focus on comprehension and building

comprehension through literature circles, I interviewed two colleagues

(Appendixes C and D). We discussed the impact that discussion has on a

student’s comprehension. The interviewed fifth-grade teacher shared her

thoughts about discussion during literature circles, “I think that it’s probably the

most important part. It really makes them think about what they read, as well as

the important things that they need share.” Discussion is the key to a deeper

understanding of text. The interviewed literacy specialist shared this observation:

Reading is hard work and involves much thinking. If there is a good

discussion going on the participants can and will learn from each other

and learn to think more deeply as they read. We all learn best from one

another, children are no different.

I believe that students must learn from the books they read and that books

can make students better people. This is why I decided to add the bibliotherapy


component to my action research project of literature circles. As stated before I

chose the book Jackie’s Nine, written by Jackie Robinson’s daughter Sharon.

This book depicts nine values, of which I chose three: courage, teamwork and

integrity for the students to read. It seemed to me that these three values would

be great learning opportunities for my students. Students were highly motivated

by this book. Most of the students were interested in the life of Jackie Robinson,

although some were motivated to read because each section is a series of three

short writings.

Before starting the book, I gave the students the Rosenberg Self-Esteem

Scale (Appendix E) to measure how students felt about themselves. The test is

scored by the following criteria:

Questions 1, 3, 4, 7 & 10 are scored in the following way:

Strongly Agree (SA) = 3 points

Agree (A) = 2 points

Disagree (D) = 1 point

Strongly Disagree = 0 points

Questions with an asterisk, 2, 5, 6, 8 & 9 are scored in the following way:

Strongly Agree (SA) = 0 points

Agree (A) = 1 point

Disagree (D) = 2 points

Strongly Disagree = 3 points

Sum the scores for the 10 items. The higher the score, the higher the self-

esteem.


The average score of Class A was 19.68 out of a possible 30 points (figure 3)

and the average score of Class B was 17.57, also out of a possible 30 points

(figure 4). One interesting thing to note is that in Class A there was one student

who scored herself perfectly; others did not and most students in both Class A

and Class B had a score below 20.

Figure 3. Rosenberg Self-Esteem Scale pre-test scores for Class A

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Figure 4. Rosenberg Self-Esteem Scale pre-test scores for Class B

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Class A then began their literature circle adventure. I divided the students

into heterogeneous literature circle groups. Since the whole class was reading

the same book, I decided on the number of pages that needed to be read before

each literature circle and the date each literature circle would meet. I had the

students read each section for each literature circle. As students read in

preparation for the literature circle group meeting, they were required to complete

two graphic organizers (Appendixes L and M) for each story within each section.

This totaled six graphic organizers per section.

One graphic organizer, Character Development Story Map, helped

students realize the character traits found within each story. The other graphic

organizer was called Literary Reactions. Students wrote a summary of what they

read to prepare for the literature circles, then after the literature circle meeting

they noted lifelong implications gathered from the reading and discussion.

Class B was given a journal in which to record their feelings. I instructed

the students to “write about how you feel about the section.” This was the

standard prompt I would use as the students finished up the reading. Discussion

of the book was not encouraged.

I found that both groups of students enjoyed reading the book, but Class A

seemed to understand more. I felt that Class B was continually asking me

questions about the happenings in the book, while Class A held their questions

until the literature circle discussion or felt free to ask a peer. I liked how the

Class A students became responsible for their own learning and did not expect

me, the teacher, to be “all-knowing.”


Here are some sample responses by the students which show the level of

learning and comprehension of each group (for more responses, see Appendixes

N and O—spelling and grammar have been left just as the students wrote):

Class A

A01006: “[You should] tell people about your feelings let stuff out.

If you want something go for it. I think we should have another

breaking the beryor program. This was my favorite section.”

A01003: “I am so glad that doesn’t happen now because I’m a

Mexican and that would happen to me if those rules came back. If

those rules came back to laws I would do my hardest to go and tell

the president whoever he is.”

A01011: “I’m happy that Matt had a change in his life and I’m glad

the teacher helped him a lot. I know I will try to be like Matt.”

A01010: “I feel bad for her because people judged her for the color

of her skin and called her names and threw stuff at her and spit her.

Since I read that story I will not judge people by the color of their

skin.”

A01010: “I am glad he [Jackie Robinson] was able to play baseball

that was a major part of history for me. Now that I read that story I

will try to do anything I want to because he never stopped trying to

be able to play.”


Class B

B00105: “For those white people to tell her that she can’t do

anything was mean.”

B00105: “I would get sick of being a famous girl, like having

Sharon’s dad, Jackie Robinson, and I would like everyone to like

me as me, not as some famous daughter, friend or cousin.”

B00105: “I kind of have a connection with them splitting up.

Because my mom and dad got split up but my brother and sister

live with my mom. But I might move in with my dad. When he said

he would like to have courage, so would I.”

B00113: “If I was alive during the Civil Right movement I would

have wanted to be involved. I think Martin Luther King Jr. was a

good person.”

B00113: “I think that you shouldn’t judge someone by what they

look like or how tall he is or what color he is. Plus who his friends

are.”

As you can see, Class A internalized the reading more. Their comments

were more proactive and related more to their personal lives. Students wrote

about the changes they could make in themselves and linked the stories to

specific events in their lives. Although Class B had some proactive comments,

the majority of the comments seem to talk more about others than focusing on

personal change. I believe the thinking that Class A is demonstrating is a

necessary step toward comprehension. If students are to understand the text,


they must find a personal relationship, connection or interest in it. When

students find that self-to-text connection, it will help them through to a more

thorough understanding. This self-to-text connection can be a result of student

interest or the background knowledge of the student.

After the three literature circles meetings for Class A and the completion of

three sections of the text for Class B, I gave the students both a post-test DRA

(figure 5 and 6) and a post-test Rosenberg Self-Esteem Scale (figure 7 and 8).

Figure 5. Individual comprehension post-test scores for Class A

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Figure 6. Individual comprehension post-test scores for Class B

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Figure 7. Rosenberg Self-Esteem Scale post-test scores for Class A

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Figure 8. Rosenberg Self-Esteem Scale post-test scores for Class B

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As I compared both the Rosenberg Self-Esteem Scale pre-test and post-

test (Figures 9 and 10), I found that generally scores increased in both classes.

Class A started with a pre-test average of 19.68 and increased to a post-test

average of 21 points. This was an increase of 1.32 points. Class B went from a

pre-test average of 17.57 points to 18.57. This was only a 1-point increase.

There were four students in Class A for whom scores decreased. It is important


to note that that these students’ pre-test scores were extremely high; in fact one

student (A01011) completed the pre-test with a perfect score of 30. Class B’s

pre-test individual scores were close to their individual post-test scores, while

several of the individual students’ scores in Class A made larger gains.

Although, overall Class A increased slightly more than Class B, I was

pleased that all students increased. Class A might have edged ahead for two

reasons. First, Class A was able to answer specific questions, which, I believe,

gave the students a more in-depth understanding and a more in-depth

understanding can help the students find a personal self-to-text connection.

Second, it has been said that people with a high self-esteem are in a

better position to raise their self-esteem. How do children start with a high self-

esteem? Self-esteem takes in many factors: family, upbringing, friends,

performance in school, extra-curricular activities, etc. These factors can’t all be

assessed or controlled by an educator, but an educator can control activities that

happen in the classroom. Teacher instruction within the classroom is an

important element; therefore these findings will give insight to other educators

who hope to increase self-esteem in their classrooms.


Figure 9. Rosenberg Self-Esteem Scale scores for Class A, a comparison

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Figure10. Rosenberg Self-Esteem Scale scores for Class B, a comparison

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Pre-Test

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The comprehension comparison figures (Figures 11 and 12) could not be

more pleasing to a teacher. Almost all the students made substantial gains in the

area of comprehension. I can see the maturation of their reading skills. Class A

began with an average comprehension pre-test score of 15.5 and increased the

average post-test score to 17.87. This was a gain of 2.37 points. Because the

pre-test DRA text was a level 50 (or fifth-grade level) and the post-test DRA text


was a level 60 (or sixth-grade level), an advance of 2.37 points is a huge gain.

The comprehension level in a 60-DRA book is quite sophisticated. Class B went

from an average comprehension pre-test score of 15.07 to an average

comprehension post-test score of 16.07. This was a gain of 1 point, still a

substantial amount.

Although the DRA is a widely recognized measure of comprehension, the

method of comprehension used in the test was not an exact comparison to that

used with the Jackie’s Nine book. For example, the DRA asks students to

explain the reading strategies they used to understand the text and during the

literature circles with Jackie’s Nine students only shared their understanding of

the text and not the process. This provided a difference in data. I therefore had

to look deeply into the reading skills students used to understand the text These

strategies include questioning, visualizing and inferring. I found that Class A

addressed the reading strategies question with more internalized examples.

Figure 11. Comparison of comprehension pre-test and post-test scores, Class A

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Figure 12.Comparison of comprehension pre-test and post-test scores, Class B

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Overall, through this action research project, students increased their

comprehension skills and their self-esteem. Class A had slightly better scores

and their written expression of learning was much better. This showed that the

specific questioning and discussion in literature circles increases comprehension

and understanding. I believe that these positive results also show that because

of an increase of understanding, students were able to make a text-to-self

connection and increase self-esteem. These two literary strategies, literature

circles and bibliotherapy, can be used hand-in-hand and although the benefits

might be limited, they still will help students.

I still believe that Class B increased their comprehension skills and

bettered themselves through reading, which was my main goal. I found through

all this that data, experts and students supported literature circles and

bibliotherapy. Students became better! Again as the Literacy Specialist, said,

“Reading is hard work and involves much thinking. If there is a good discussion


going on the participants can and will learn from each other and learn to think

more deeply as they read. We all learn best from one another….”


SIGNIFICANCE

As I began this action research project I expected that the results would

be clear. I thought that Class A would finish with much higher comprehension

and self-esteem scores than Class B. Although I was pleased with the overall

scores of both classes, I didn’t think that the scores would be so comparable.

This posed some questions in my mind.

Are literature circles more work than they are worth?

No! As I looked over the results of my project, I focused on Class A’s

literature circle preparation graphic organizers. As I read the students’

responses in the section entitled Lifelong Implications, I could see the growth

within each student. The graphic organizers along with the discussion reflected a

pattern for change. I observed this pattern to be:

1. Students came to an awareness of a particular value

2. Students saw three different example of the value, so they were able to

use comprehension skills such as visualization and questioning to

better understand the value. Three different examples gave students a

better understanding of the value and three different perspectives on

the value.

3. Students then were able to recall the information they read.

4. Students then internalized the events of the book that were based on a

specific value.

5. Students discussed the value with their peers, sharing different

perspectives and gaining insight from them. Students were also able


to ask questions about the text, which for some students provided

more understanding.

6. Students then internalized the value as they finished the Lifelong

Implications section of the graphic organizer. Students made the value

personal by providing personal examples and making comments like “I

will” or “I want.” Comments like these help me believe that the

students intent to put the value into practice.

So, I truly believe that through literature circles, students are able to learn more

in-depth. Although Class A and Class B did well with the comprehension of the

text, understanding what the text says, only after discussion and clear

questioning did students understand what the text says to them personally.

Does discussion help comprehension?

Yes! Although Class B was not assigned to discuss the reading, they did.

As we read Jackie’s Nine, the students were so excited that they could not curb

their need to chat about what they read. I heard them in the hall and during

recess talk about the important issues of the text. One student in Class B

actually saw a report on ESPN about Jackie Robinson and brought a tape of it for

the class to watch. I know that this student discussed the report with his peers,

as two or three other students were sure to tell me, but I also think he might have

discussed the implications of Jackie’s Nine at home. It is human nature to

discuss such important issues, so discussion was a part of Class B’s experience

even though it didn’t happen in the classroom. After my research was done,


Class B watched the ESPN story and the students were able to express their

feelings.

Was either of the methods used not good for kids? As I have reflected, I have thought about the many literary techniques that

could have possibly brought forth the same results. I am not sure that literature

circles are the only way to increase comprehension and I am also not sure that

bibliotherapy is the only way to increase self-esteem. I do know that both

classes did benefit from both methods. I have since realized that both classes

did use discussion, whether or not I implemented it. I do believe that discussion

is beneficial to self-esteem and comprehension.

What’s next for my classroom?

I was glad for this in-depth evaluation of literature circles in my classroom.

I will continue to use literature circles and look for books with bibliotheraputic

themes. I know that students love literature circles. They love the discussion

and the opportunity to share their knowledge and be taught by their peers. If

students are interested in the method of teaching, their learning is increased.


REFERENCES

Beaver, Joetta M. & Carter, Mark A. (2003). Developmental reading

assessment. New Jersey: Celebration Press.

Brabham, E. G. & Villaume, S. K. (2000). Continuing conversations about

literature circles. Reading Teacher, 54(3), 278-280.

Brevig, L. (2006). Engaging in retrospective reflection. reading teacher, 59

(6), 522-530.

Buchanan, A. & Triplett, C. F. (2005). Book talk: Continuing to rouse minds and

hearts to life. Reading Horizons, 46(2), 63-75.

Dermody, M. M. & Speaker, R.B. (1999). Reciprocal strategy training in

prediction, clarification, question generating and summarization to improve

reading comprehension. Reading Improvement, 36 (1), 16-23.

Heath, M. A., et al. (2005). Bibliotherapy: A resource to facilitate emotional

healing and growth. Psychology International, 26(5), 563-580.

Ketch, A. (2005). Conversation: The comprehension connection. Reading

Teacher, 59(1), 8-13.

Kimbell-Lopez, K. (2003). Just think of the possibilities: Formats for reading

instruction in the elementary classroom. Reading Online, 6(6). Retrieved

January 6, 2007.

King, C. (2001). "I like group reading because we can share ideas": The role of

talk with the literature circle. Reading, 35(1), 32-36.

Laursen, E.K. (2005). Rather than fixing kids—Build positive peer cultures.


Reclaiming Children and Youth: The Journal of Strength-based

Interventions, 14(3), 137.

Lloyd, S. L. (2004). Using comprehension strategies as a springboard for student

talk. Journal of Adolescent and Adult Literacy, 48(2), 114-124.

Long, T.W. & Gove, M.K. (2003-2004). How engagement strategies and

literature circles promote critical response in a fourth-grade, urban

classroom. Reading Teacher, 57(4), 350-361.

Prater, M. A., et. al., (2006). Using children’s books as bibliotherapy for at-risk

students: A Guide for Teachers. Preventing School Failure, 50(4), 5-13.

Prince, D. L. & Howard, E. M. (2002). Children and their basic needs. Early

Childhood Education Journal. 30(1), 27-31

Robinson, Sharon (2001). Jackie’s nine: Jackie Robinson’s values to live by.

New York: Scholastic Inc.

Scharer, P. L., et. al., (2005). Becoming an engaged reader. Educational

Leadership, 63(2), 29-9

Spiegel, D. L. (1998). Silver bullets, babies, and bath water: Literature response

groups in a balanced literacy program. Reading Teacher, 52(2), 114-124.

Sridhar, D. & Vaughn, S. (2000). Bibliotherapy for All. Teaching Exceptional

Children, 33 (2), 74082.

Straits, W. & Nichols, S. (2006). Literature circle for science. Science and

Children, 44(3), 52-55.

Stamps, L.S. (2003).Bibliotherapy: How books can help students cope with

concerns and conflicts. The Delta Kappa Gamma Bulletin, 70 (1), 25-29.


Stringer, S. J., et. al., (2003). Collaboration between classroom teachers and a

school counselor through literature circles: Building self-esteem. Journal of

Instructional Psychology, 30(1), 69-76

Wood, K. D., Roser, N. L., & Martinez, M. (2001). Collaborative literacy: Lessons

learned from literature. Reading Teacher, 55(2), 102-111.


Appendix A DRA Pre-Test Summary for Class A


DRA Pre-Test Summary for Class A Levels 40-80

2006

Student Text Level Engagement Fluency Comprehension Total

Score A01002 40 5 14 14 73 A01003 50 7 10 19 86 A01004 50 5 15 18 88 A01005 50 5 10 13 78 A01006 50 6 10 18 84 A01007 50 6 12 19 87 A01008 40 4 9 15 68 A01009 50 5 12 13 80 A01010 50 7 13 19 89 A01011 50 5 11 19 85 A01012 50 4 8 15 77 A01014 50 6 12 10 78 A01015 50 5 7 14 76 A01016 50 6 14 14 84 A01018 50 4 8 11 73 A01019 50 6 13 17 86

AVERAGE SCORES

5.375 11.125 15.5 80.75


Appendix B DRA Pre-Test Summary for Class B


DRA Pre-Test Summary for Class B

Levels 40-80

2006


Score B00101 50 5 10 13 78 B00102 40 6 9 15 70 B00103 50 5 9 17 81 B00104 50 6 12 19 87 B00105 50 5 12 20 87 B00106 50 5 12 11 73 B00107 50 5 11 13 79 B00108 50 4 9 14 77 B00111 50 5 10 10 75 B00112 50 4 14 14 82 B00113 50 6 13 15 84 B00114 50 5 11 15 81 B00116 50 4 9 14 77 B00117 50 6 12 21 89

AVERAGE SCORES 5.07 10.92 15.07 80


Appendix C

Interview of Fifth-Grade Teacher


Interview of Fifth-Grade Teacher Interviewer How would you describe yourself as a reading

teacher? Fifth-Grade Teacher I think that for the most part my role as a reading

teacher is to help students exceed in reading. Most of my students can already read, so I don’t feel as though I am necessarily teaching them how to read. Um……I think that my main responsibility is teaching students meaning, and how to find that meaning in the text. I also hope to be able to give them new strategies that they can use in order to enhance their reading, and be able to find the a……I guess the joy in reading.

Interviewer What does reading look like in your classroom? Fifth-Grade Teacher Um…..All students are actively engaged in reading.

Each student has their own bag that has at least three books in it, and their own reading spot. They usually don’t talk to each other unless they have something really exciting to say. I don’t know if this is right, but I also think that a really important part of reading is allowing students to talk about their reading, and sharing what happened in their book. This allows me to listen to their conversations, and then plan lessons accordingly.

Interviewer Have you used literature circles before? Fifth-Grade Teacher Yes. Interviewer What purpose do you feel literature circles have in

your class? Fifth-Grade Teacher I think that the main purpose for literature circles is

allowing students the chance to discuss and find purpose in reading. It is awesome to see kids so excited about a book. Literature Circles give them the opportunity to listen to other students talk about connections that they have, and strategies that they


used to find meaning, giving them more strategies that they can use while reading.

Interviewer Tell me a little more about the talking involved with

literature circles in your class? Fifth-Grade Teacher Each week the students meet between one and two

times to talk with their groups. Um…..When they get in those groups they are given the chance to share what their favorite part of the book was, and anything else they want to share. Well……Then they have a book, or packet of papers, where they each write down something for each of the strategies, like questions, connections, predictions, inferences, you know what I mean. If there’s still time in their groups they go through and share what they wrote on that strategy.

Interviewer How valuable do you feel the discussion is? Fifth-Grade Teacher I think that it’s probably the most important part. It

really makes them think about what they read, as well as the important things that they need share. Um….. I also think that it shows those reluctant readers that there is joy in reading, they just need to find the right book.

Interviewer How do you structure literature circles in your class? Fifth-Grade Teacher Well……..I usually try to have 6 or 7 books that the

students can choose from. I talk a lot about the level of the book, and read them a page just so they can hear the language, as well as the words that they use. I guess the reason that I do that is because we try to talk a lot about choosing just right books. I then have them write down their top three choices, forming the groups from those lists. Each of them then gets a book that has self-reflection pages, pages that they fill out on each strategy, and a summary page of the reading for that week.


Appendix D Interview of Literacy Specialist


Interview of Literacy Specialist Interviewer How would you describe yourself as a reading

teacher?

Literacy Specialist I feel that I am an adequate reading teacher with room for Improvement…There is so much to learn out there, it feels like you never know enough.

Interviewer Tell me what reading looks like in your classroom. Literacy Specialist Reading in my classroom would look like students

finding comfy spots around the room and being totally immersed in their books. They are thinking as they read and forming questions and pictures in their minds. They are anxious to share what they read with others. Reading would [be] part of my curriculum all day.

Interviewer Have you used literature circles before? Literacy Specialist I have used literature circles in 6th grade about 7

years ago. Interviewer What purpose do you feel literature circles have in

your class?

Literacy Specialist I felt that the students were able to form a collaborative group and discuss some questions, predictions, ideas… they got from their readings, and strive for deep understanding of their text. All of this was done with guidance on my part. They learned the value of listening and reflecting on the thoughts of others.

Interviewer Tell me a little more about the talking involved with literature circles in your class?

Literacy Specialist Sometimes the talking got rather heated, but in a

good way. There were differences of opinions during the discussions, but I felt they were healthy differences. Sometimes, the students needed some prodding to open up and discuss, this was a new concept for many of them.


Interviewer How valuable do you feel the discussion is? Literacy Specialist Discussion in literature circles is extremely valuable.

It helps the students open up and truly think about their readings. Reading is hard work and involves much thinking. If there is a good discussion going on the participants can and will learn from each other and learn to think more deeply as they read. We all learn best from one another, children are no different.

Interviewer How do you structure literature circles in your class? Literacy Specialist I set up my circles by giving my students choices of

which books they preferred to read. I gave a book talk on all of the available choices and let the students place their names on their first three choices. They were then put into groups of four or five. I always scaffolded their readings and discussions…modeled how to write their predictions, questions, summaries…and how to talk about their readings. Each group was given a certain amount of pages to read and prepare for each day. They then met together to do their discussions and to do their assigned reading for the following day. After the books were finished each group presented a group book project for the rest of the class.


Appendix E Rosenberg Self-Esteem Scale


Rosenberg Self-Esteem Scale

Instructions: Below is a list of statements dealing with your general feelings about yourself. If you strongly agree, circle SA. If you agree with the statement, circle A. If you disagree, circle D. If you strongly disagree, circle SD. Strongly

Agree Agree Disagree Strongly

Disagree 1. On the whole, I am

satisfied with myself. SA A D SD * 2. At times, I think I am no

good at all. SA A D SD 3. I feel that I have a

number of good qualities. SA A D SD 4. I am able to do things as

well as most other people. SA A D SD * 5. I feel I do not have much

to be proud of. SA A D SD * 6. I certainly feel useless at

times. SA A D SD 7. I feel that I’m a person of

worth, at least on an equal plane with others.

SA A D SD * 8. I wish I could have more

respect for myself. SA A D SD

* 9. All in all, I am inclined to feel that I am a failure. SA A D SD

10. I take a positive attitude

toward myself. SA A D SD Question Number 1 2 3 4 5 6 7 8 9 10 Total

Score

Score

Student ____________


Appendix F Rosenberg Pre-Test Testing Sheets for Class A


















Appendix G Rosenberg Pre-Test Testing Sheets for Class B
















Appendix H DRA Post-Test Summary for Class A


DRA Post-Test Summary for Class A Levels 40-80

2007


Score A01002 60 6 13 23 102 A01003 60 7 15 20 102 A01004 60 6 14 16 96 A01005 60 6 10 14 90 A01006 60 7 13 21 101 A01007 60 6 10 20 90 A01008 60 4 7 18 89 A01009 60 7 14 19 100 A01010 60 6 16 23 105 A01011 60 7 8 16 91 A01012 60 6 11 13 90 A01014 60 6 8 18 92 A01015 60 6 9 19 85 A01016 60 6 13 16 95 A01018 60 4 11 8 83 A01019 60 6 16 22 98

AVERAGE SCORES

6 11.75 17.87 94.31


Appendix I DRA Post-Test Summary for Class B


DRA Post-Test Summary for Class B Levels 40-80

2007


Score B00101 60 5 11 18 94 B00102 60 5 11 11 87 B00103 60 5 12 16 93 B00104 60 6 16 21 97 B00105 60 5 16 19 100 B00106 60 5 16 14 95 B00107 60 6 16 18 100 B00108 60 5 9 19 93 B00111 60 5 10 13 88 B00112 50 4 14 14 82 B00113 60 6 14 17 91 B00114 60 5 12 15 92 B00116 60 5 9 10 84 B00117 60 7 16 20 103

AVERAGE SCORES 5.28 13 16.07 92.78


Appendix J Rosenberg Post-Test Testing Sheets for Class A

















Appendix K Rosenberg Post-Test Testing Sheets for Class B
















Appendix L Character Development Story Map Graphic Organizer



Appendix M Literary Reactions Graphic Organizer



Appendix N Sample Graphic Organizers from Class A







Appendix O Sample Journal Entries from Class B






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