Developing a Collaborative, Intellectually Engaged Team to Support Reading Comprehension

Researcher: Davin Hildebrand, Michelle Hildebrand, Andrea Pearson, Daryl Pearson and Cheryl Treptow.

The purpose of this study was to understand the influence that a collaborative, intellectually engaged team could have on reading comprehension instruction. The research methodology was design-based research, which supported the researchers in answering the research question. The study focused on developing a team within a single school who worked together to both develop as professionals and to support the development of other professionals in the school. Data were collected through audio recordings of meetings, written reflections, questionnaires, and emails. The research touched on numerous themes including: a holistic view of reading comprehension, the necessity of time, the importance of autonomy, research as professional development, and collaboration through peer tutoring.