ABSTRACT
The research reported on in this chapter explored the impact of literature circles on reluctant readers aged 11–12 in a secondary school English classroom. The aim of this intervention was to determine whether literature circles could be more effective if older students (aged 17–18) acted as facilitators to students’ discussions. This research arose from discussions on a master’s in learning and teaching course between a practising English teacher and his academic supervisor. The research adopted Vygotsky’s principle of double stimulation as a methodological tool to investigate interaction and development. Findings showed that older students as successful readers can, in certain circumstances, positively contribute to improving younger students’ attitudes to reading when working in literature circles by becoming a secondary stimulus. The research represents an example of a theoretically driven reading intervention in a particularly challenging context. This study has research design implications for researchers of classroom activity concerning the relationship between mediated activity, students’ development, and the classroom environment.
