A classroom teacher capitalizes on social learning and reader response theories to challenge her accelerated first-grade readers by implementing literature circles. The aim of this action research was to identify a clear view of "how" to use literature circles with first-graders and "what" might be accomplished. Three…

Applies an aesthetic instrument to first-grade students' pictorial/oral and written responses to determine if significant aesthetic growth was demonstrated in responses collected over a three-month period. Compares students' written growth to growth demonstrated in pictorial/oral responses. Finds that pictorial and oral responses can serve as…