This dissertation builds from previous studies of social annotation in first-year composition to link social practice theories of literacy with technologically mediated social annotation practices. Using a design-based research framework, I consider how recent developments in social annotation tools allow instructors and students to share the…

The purpose of this study was to investigate how reciprocal teaching affected vocabulary acquisition and reading comprehension in four at-risk students in a fourth grade inclusion classroom. A single subject research study method was used to measure the baseline of each student. Subsequently, students were assessed daily after receiving two…