{'fraction_non_alphanumeric': 0.024630541871921183, 'fraction_numerical': 0.0, 'mean_word_length': 5.554838709677419, 'pattern_counts': {'":': 1, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
"IS THIS SOME KIND OF SOAP OPERA?": A TALE OF TWO READERS ACROSS FOUR LITERATURE DISCUSSION CONTEXTS

This study is an analysis of literature circles in a multiethnic fifth-grade classroom, exploring student-led and teacher-led discussions. We examined the social interactions of two girls who often struggled with reading, focusing on their literature discussions across four settings. Documentation included observational notes and audio tapes in whole-class and small-group settings, written products, and informal interviews. We concluded that although child-directed literature discussions can be rich, meaningful, and inclusive, they can also be unproductive and even detrimental to some readers. The ability to engage in text-based discussions that affirm reader competence develops with adult and peer support. When peer support is lacking, the teacher has the responsibility to enable students to adopt productive stances in literature discussions and interrupt destructive social and discursive practices.