Evaluating the Impact of Reciprocal Teaching Embedded within a Web 2.0 Tool upon Fifth-Grade Students' Reading during Integrated Readers' Workshop at a Professional Development School
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| Title: | Evaluating the Impact of Reciprocal Teaching Embedded within a Web 2.0 Tool upon Fifth-Grade Students' Reading during Integrated Readers' Workshop at a Professional Development School |
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| Language: | English |
| Authors: | Aisja Jones, Suzy Hardie (ORCID |
| Source: | PDS Partners: Bridging Research to Practice. 2025 20(1):10-13. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Reading Strategies, Teacher Role, Student Role, Reading Instruction, Grade 5, Elementary School Students, Web 2.0 Technologies, Program Effectiveness, Educational Technology, Reading Comprehension, Reading Attitudes, Student Attitudes, Professional Development Schools, Reading Achievement |
| DOI: | 10.1108/PDSP-09-2024-0021 |
| ISSN: | 2833-2040 2833-2059 |
| Abstract: | Purpose: For this study, 12 fifth-grade students read expository text, employed reciprocal teaching strategies, collaborated face to face 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. Design/methodology/approach: This action research followed a convergent parallel mixed-methods design. Two quantitative data collection instruments were used. Inferential and descriptive statistical tests were run to analyze quantitative data. Findings: 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 semi-structured interviews yielded the qualitative data for this study. Four themes were identified over the course of two coding cycles: (1) contributions of fifth-grade students' perceptions about the innovation, (2) affective contributions, (3) reading achievement and (4) suggestions for future use. The data suggested participants acquired content-specific knowledge and strategies for monitoring and assessing their comprehension. Originality/value: The information in this article explains the steps that the Outstanding Dissertation Award winner completed in order to apply for the PDS award. The article describes the action research that was conducted with fifth grade students to see how reciprocal teaching embedded within Wakelet Curation Tool impacted their reading comprehension. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1470766 |
| Database: | ERIC |
| Abstract: | Purpose: For this study, 12 fifth-grade students read expository text, employed reciprocal teaching strategies, collaborated face to face 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. Design/methodology/approach: This action research followed a convergent parallel mixed-methods design. Two quantitative data collection instruments were used. Inferential and descriptive statistical tests were run to analyze quantitative data. Findings: 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 semi-structured interviews yielded the qualitative data for this study. Four themes were identified over the course of two coding cycles: (1) contributions of fifth-grade students' perceptions about the innovation, (2) affective contributions, (3) reading achievement and (4) suggestions for future use. The data suggested participants acquired content-specific knowledge and strategies for monitoring and assessing their comprehension. Originality/value: The information in this article explains the steps that the Outstanding Dissertation Award winner completed in order to apply for the PDS award. The article describes the action research that was conducted with fifth grade students to see how reciprocal teaching embedded within Wakelet Curation Tool impacted their reading comprehension. |
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| ISSN: | 2833-2040 2833-2059 |
| DOI: | 10.1108/PDSP-09-2024-0021 |
