References
[1]. Alvermann, D. (1996). Peer-led discussions: Whose interests are served? Journal of Adolescent & Adult Literacy, 39(4), 282-289.
[2]. Anderson, R., Wilson, P., & Fielding, L. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, Summer, 65-78.
[3]. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
[4]. Bandura, A. (1977). Toward a unifying theory of behavior. Psychological Review,84, 191-215.
[5]. Barnes, D. R.,& Todd, F. (1977). Communication and learning in small groups. London: Routledge & K. Paul, Ltd.
[6]. Bigge, M. L., & Shermis, S. S. (1999). Learning theories for teachers. New York: Addison Wesley Longman.
[7]. Burns, B. (1998). Changing the classroom climate with literature circles. Journal of Adolescent and Adult Literacy, 42(2), 124-129.
[8]. Casey, H. K. (2008). Engaging the disengaged: Using learning clubs to motivate struggling adolescent readers and writers. Journal of Adolescent and Adult Literacy, 52(4), 282-294.
[9]. Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning(2nd ed.). Portsmouth, NH: Heinemann.
[10]. Certo, J., Moxley, K., Reffitt, K., & Miller, J. (2010). I learned how to talk about a book: Children's perceptions of literature circles across grade and ability levels, Literacy Research and Instruction, 49, 243-263.
[11]. Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluation qualitative and quantitative research (2nd ed.). NJ: Pearson Education.
[12]. Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups. Portland, ME: Stenhouse.
[13]. Daniels, H. (1994). Literature circles: Voice and choice in the student-centered classroom. York, ME: Stenhouse.
[14]. Dryer, D. C., &Horowitz, L.M. (1997). When do opposites attract? Interpersonal complementarily versus similarity. Journal of Personality and Social Psychology,72(3), 592-603.
[15]. Evans, K.S., Alvermann, D., & Anders, P.L. (1998). Literature discussion groups: An examination of gender roles. Reading Research and Instruction, 37(2), 107-122.
[16]. Farris, P.J., Nelson, P.S., & L'Allier, S. (2007). Using literature circles with English Language Learners at the middle level. Middle School Journal, 38(4), 38-42.
[17]. Fox & Wilkinson, (1997). No Longer Travelers in a StrangeCountry. Journal of Children's Literature. 23(1), 6–15.
[18]. Fredricks, L. (2012). The benefits and challenges of culturally responsive EFL critical literature circles. Journal of Adolescent & Adult Literacy 55(6), 494-504.
[19]. Gambrell, L. B., & Almasi, J. F. (1996). Lively discussions: Fostering engaged reading. Newark, DE. International Reading Association.
[20]. Gee, J. P. (2001). Reading as situated language: A sociocognitive perspective. Journal of Adolescentand Adult Literacy, 44(8), 714-725.
[21]. Guthrie, J. T.,& Cox, K. E. (2001). Classroom conditions for motivation and engagement in reading. Educational Psychology Review, 13(3), 283-302.
[22]. Kim, M. (2004). Literature discussions in adult L2 learning. Language and Education, 18(2), 145–166.
[23]. Kong, A., & Fitch, E. (2003). Using book club to engage culturally and linguistically diverse learnersin reading, writing, and talking about books, Reading Teacher, 56(4), 352-362.
[24]. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York:Cambridge University Press.
[25]. May, F. (1998). Reading as communication to help children write and read (5th ed.). Upper Saddle New River, NJ: Merrill.
[26]. McCarthy, P., Meier, S., & Rinderer, R. (1985). Self-efficacy and writing. College Composition and Communication, 36, 465-471.
[27]. M.B., & Huberman, A.M. (1994). Qualitative analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA:
[28]. Sage. Noll, E. (1994). Social issues and literature circles with adolescents. Journal of Reading, 38(2), 88-93.
[29]. Peterson, R., & Eeds, M. (1990). Grand Conversations. Literature groups in action. New York: Scholastic.
[30]. Reutzel , D.R., & Cooter, R.B. (2009). The essentials of teaching children to read: The teacher makes the difference (2nd ed.). Upper Saddle River, NJ: Prentice-Hall.
[31]. Rosenblatt, L. (1938). Literature as exploration. New York: Appleton-Century
[32]. Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale, IL: Southern Illinois Press.
[33]. Samway, K.D. &Whang, G. (1996). Literature study circles in a multicultural classroom. Portland, ME: Stenhouse.
[34]. Scharer, P.L., & Peters, D. (1996). An exploration of literature discussions conducted by two teachers moving toward literature-based reading instruction. Reading Research and Instruction, 36(1), 33-50.
[35]. Shaffer, C. & Anundsen, K. (1993). Creating community anywhere. New York: Jeremy P. Teacher/ Perigee.
[36]. Slavin, R.E. (1995). Cooperative learning theory, research, and practice (2nded.). Boston: Allyn &Bacon.
[37]. Tompkins, G.E. (2006). Literacy for the 21st century: A balanced approach. Upper Saddle River, NJ: Merrill Prentice-Hall.
[38]. Ukrainetz, T.A. (2006). Scaffolding young children into phonemic awareness. In T.A. Ukrainetz (Ed.), Contextualized language intervention: Scaffolding preK–12 literacy achievement (pp.429–467). Eau Claire, WI: Thinking Publications.
[39]. Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.
[40]. Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problemsolving. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 17(2), 89–100.
[41]. Zemelman, S., Daniels, H. & Hyde, A. (1993). Best practice: New standards for teaching and learning in America's schools. Portsmouth, NH: Heinemann.
[42]. Zimmerman, B. J. (2000). Self-regulatory cycles of learning. In G. A. Straka (ed.).Conceptions of self-directed learning, theoretical and conceptual considerations. New York: Waxman.
