Aisja Jones

Date of Award

Fall 2022

Document Type

Open Access Dissertation


Educational Studies

First Advisor

Ismahan Arslan-Ari


Historical data showed evidence of repeated poor performance on end-of-year (EOY) state tests (South Carolina Department of Education [SCDE], 2017, 2018, 2019). For this study, 12 fifth-grade students read expository text, employed reciprocal teaching strategies, collaborated face to face and online using a Web 2.0 tool during the reading workshop. The purpose of this action research was to evaluate the impact of reciprocal teaching embedded in the Wakelet Curation Tool, a Web 2.0 tool, on fifth-grade students’ reading for comprehension, reading attitudes, and perceptions of the innovation in an integrated reading class at an urban characteristic (Milner et al. 2018) professional development school (PDS) (National Association for Professional Development Schools, 2021) site. This action research answered the following three research questions: (a) how and to what extent does reciprocal teaching embedded within Wakelet Curation Tool impact the reading comprehension of fifth-grade students? (b) what are fifth-grade students’ overall perceptions about the use of reciprocal teaching embedded with Wakelet Curation Tool during the reading workshop? (c) how does reciprocal teaching embedded in the Wakelet Curation Tool impact fifth-grade students’ attitudes toward reading?

This action research followed a convergent parallel mixed-methods design. Two quantitative data collection instruments were used: (a) Comprehension Content Knowledge Pre and Posttest reading passages and (b) Elementary Reading Attitude Survey (ERAS; McKenna & Kear, 1990). Inferential and descriptive statistical tests were run to analyze quantitative data. Findings showed the posttest scores for the Comprehension Content Knowledge test were not significantly higher than the pretest scores, but there was an increase from pre to posttest. ERAS scores showed there was not an increase from pre to postsurvey. In addition to quantitative data, qualitative data were collected and analyzed using inductive analysis. Four individual semistructured interviews yielded the qualitative data for this study. Four themes were identified over the course of two coding cycles: (a) contributions of fifth-grade students’ perceptions about the innovation, (b) affective contributions, (c) reading achievement, and (d)suggestions for future use. The data suggested participants acquired content-specific knowledge and strategies for monitoring and assessing their comprehension.