Abstract

This article discusses findings from the qualitative research study which was conducted at a K-12 parochial school in Midwestern city. The study was conducted to understand how first and second graders who were located in one particular educational setting, with reading levels that ranged from low to high in a split classroom, made meanings from stories they read while in leveled reading circles. Using the frameworks of how learners respond to literature and share lived experiences with peers, student engagement was closely analyzed to understand readers’ connections to stories. Observations with field notes, active participation, and casual talk were used for gathering data. Three students from different reading circles and their teacher were participants in the study.

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