Even though student-led small-group book discussions about fiction have been a curricular staple, teachers still contend with surface-level discussions and students who have difficulty with creating meaning together. Based on their previous findings, the authors explore building a foundation for discussions (for teachers new to literature study)…

A third-grade educator and university researcher collaborated to develop an after-school virtual book club curriculum for students during the pandemic. Third-grade students were encouraged to explore social justice issues prevalent in their community first by reading relevant children's books, doing research, and collaborating to develop potential…

Reading volume is an important consideration for teachers wanting to improve literacy outcomes for students. The authors begin by reviewing evidence for reading volume and the ways in which reading volume can be changed. They identify four factors--access, choice, classroom discussions of texts, and book talks--that composed an intervention…

Middle school students participated in a summer online book club as an opportunity to read and discuss texts during the summer months. The author provides considerations for educators who may be interested in conducting summer online book clubs with their students, based on student interviews and observations throughout the summer book club.

This teaching tip details one teacher's implementation of student-led book talks in her primary-grade classroom. The author describes a simple gradual-release method that she has successfully used with her students in order to get them talking about the books that they are reading independently. She found that when used in the readers' workshop…

This Teaching Tips describes a yearlong process of facilitating meaningful discussion groups about literature with first-grade students in an urban Title I school. At the beginning of the year, the teacher provided explicit instruction in speaking and listening skills to support students with the social skills needed for thoughtful discussion. She…

Suggests methods for teaching gifted children to read that will not bore them or make them repeat skills they have already mastered. (MKM)

Focuses on the author's desire to create student-led discussion groups, instead of teacher-led groups. Considers specific research questions for student-led groups. Inquires what kinds of writing and discussion students would engage in if given the opportunity to make their own writing/discussion choices. Indicates that students do engage in…