Reading Matters Winter 2019

Factors That Inhibited As with any project, there will be negative aspects that come along. One problemwe had in the beginning was getting students to remember their roles and come prepared to the book club meeting to discuss. Some students would forget their questions to bring to the discussion, some would be behind in the reading, and some would be a little off task during the initial discussions. The teachers had to demonstrate and model the expectations of a book club member a few times in the beginning stages of the project. Another concern that arose during the project was connectivity issues. Because we were communicating across schools, we sometimes had difficulty with Internet access, access speed, loading and buffering delays with video conferencing, and sound issues. Some of these we were able to resolve, but others we had to work around. We relied largely on the app Today’s Meet. Finally, teachers learned to be flexible with schedules. Teachers had to work around each other’s classroom schedules, assemblies, and pull out programs for gifted and talented students. Communication daily was essential among the two teachers for success to happen. WhatWe Learned Our first venture into using Virtual Book Clubs was successful in many ways. It allowed students who were normally somewhat neglected in the general education classroom to receive some challenge and independence and continue to improve as readers. These students were able to take ownership of their learning and grow as leaders in their classrooms. Students in the higher reading levels typically only grow by one level during the school year due to the complexity of the texts that they are already reading and the skills they are expected to achieve at those higher reading levels. At the end of the school year, these selected students grew two levels versus just the one when tested with the Fountas and Pinnell leveling system. Another benefit of involving some students in Virtual Book Clubs was that teachers were virtually able to be in two places at once. While the higher achieving students were working independently on Virtual Book Clubs, the classroom teacher was able to continue guided reading group instruction for the lower levels and still be a part of the Virtual Book Club through use of her laptop to monitor the book club conversation. Another great take away was that a fewof the students were able to test into the gifted and talented programs at the conclusion of this project. While many other factors contributed to their placement, extra reading instruction and challenges provided to them played an important part in them achieving placement into the gifted and talented program. Teachers observed that students who typically would shy away from taking leadership roles and discussing a text out loud, grew to becoming one of the lead discussion members

of the group. Teachers noted howmuch confidence this group gained in themselves as readers throughout this project.

Probably, the most successful aspect to the project was how it affected the rest of the students in the classroom. Students viewed this project as a privilege. Quickly students from other reading groups began to ask how they could be a part of a Virtual Book Club. Teachers noted that suddenly students became more engaged in their own reading groups and independent reading in hopes of getting to become a member of a Virtual Book Club. Virtual Book Clubs became contagious. This definitely speaks volumes to the success of this project when educators can find a way to get students excited about reading and become engaged readers. Future Ideas for Virtual Book Clubs Virtual Book Clubs could be utilized in many ways. Virtual Book Clubs would be a great tool for a teacher to use for a struggling student in need of a reading mentor. The student and the mentor could meet via technology and discuss a similar text. Virtual Book Clubs could be used not just across schools to similar grade levels but also used to allow older students to meet and hold a book club with younger students. With the rise of homeschooling and the use of cooperative groups amongst homeschoolers, Virtual Book Clubs could be used to enhance their reading achievement and learning as well while also providing a way to meet their social needs as well. Virtual Book Clubs is a versatile idea and could enhance a reader’s learning in many ways. The options are literally endless. References Reinking, D. & Bradley, B.A. (2008). On Formative and Design Experiments: Approaches to Language and Literacy Research (An NCRLL Volume). NY: Teachers College Press. Young, C. (2014). Predictors of quality verbal engagement in third-grade literature discussions. International Electronic Journal of Elementary Education, 6 (3), 427-440.  Audrey Jennings holds both a BS in Elementary Education and an MEd in Education from Anderson University. She has been public school teacher for the past twelve years where she has taught at both the 3rd grade and 5th grade levels. She has worked in Anderson School District Five and Anderson School District One. She can be reached at audreyjenningsphotography@gmail.com . Amy Fortner is a sixth grade teacher at McCants Middle School in Anderson School District Five. Amy is a graduate of Anderson University with a BS in Elementary Education. Amy has previously taught in grades three and four in Greenwood School District 50. She holds her gifted and relented endorsement and currently teaches GT English Language Arts, where she is privileged to integrate critical thinking skills, creativity, and her love of literature with middle school students. She can be reached at amyfortner@anderson5.net .

Reading Matters Teaching Matters

Reading Matters | Volume 19 Winter 2019 | scira.org | 43

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