Date Approved

9-8-2026

Embargo Period

9-8-2026

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

Advisor

Susan Browne, Ed.D.

Committee Member 1

Valerie Lee, Ed.D.

Committee Member 2

Robert Eisberg

Abstract

This thesis examines what happens when struggling readers collaborate on reading intervention practices for fifteen minutes a day. Relevant theories that guided this research included Bandura’s Social Learning Theory, Vygotsky’s Social Constructivist Theory, and Lankshear and Knobel’s New Literacies Theory. Throughout the six-week study, four third-grade students identified as below grade level participated in a collaborative reading intervention that focused on vocabulary development, fiction and informational text comprehension, student-led discussions, digital literacy activities, and reflective journaling. Students worked together in structured literature circles while engaging in literacy activities connected to their classroom curriculum. Data were analyzed through triangulation in order to identify patterns that emerged throughout the study. Analysis of the data suggested three categories: improved reading comprehension and fluency, transfer of literacy skills from the intervention group to the regular classroom setting, and increased student engagement and self-efficacy. The culmination of this research painted a picture of how brief, collaborative reading interventions can positively impact struggling readers’ literacy development and confidence. Additionally, this research offers suggestions for future study and practical implications for implementing effective literacy interventions within limited instructional time.

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