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Students in one multiage middle school inclusive classroom engaged in literature circles while reading various short stories and novels during the course of one school semester. The use of literature circles was meant to encourage students to improve their abilities to analyze literature selections as well as their self-determination in selecting literature to read and discussing their ideas. Students assessed their reading abilities before and after being introduced to literature circles. An analysis of variance between the means of pre- and postsurveys indicated that students with special needs believed literature circles helped them read, analyze, and discuss literature selections. The target group, students identified with special needs, showed a significant gain when their survey results were compared to the rest of the class. Procedures of the classroom study and emergent themes are described and interpreted in the context of an inclusive classroom.
Blum et al. (Fri,) studied this question.