This narrative inquiry collective case study investigated the experiences of six sixth grade American Indian males of the Lumbee tribe who struggle with reading. Bounded within an asynchronous closed wiki site, students from three sixth grade classes participated in online threaded discussions and created, posted, and viewed multimedia projects related to topics from a shared reading of "The Red Pyramid" (Riordan, 2010) during a social studies unit about ancient Egypt. Collected over a two-month period, data sources included: (a) researcher field notes, (b) semi-structured interviews, (c) student journal entries, (d) student work products submitted online in the wiki site, and (e) online threaded discussion (OTD) posts housed within the site. A combination of open coding and "a priori" coding was used as part of the analysis process. "A priori" coding was informed by Transactional Reader Response Theory (Rosenblatt, 1938/1995). Narrative forms of data were also analyzed using a significance analysis process that addressed evaluative devices in narrating to explore meaning making processes used by the six cases. Four major themes emerged from the cross-case data analysis: (a) connecting, (b) conversing, (c) collaborating, and (d) comparing. Findings indicated Lumbee males in this study used offline and online conversation and collaboration with peers to accomplish academic goals when working within the wiki site. They also utilized agency regarding use of technology and took leadership in partnerships to assist others in completing online assignments, recreating selves into a successful academic identities. Future research should address effects on comprehension with studies conducted over longer periods of time that utilize online literature discussion and study mediated through social media technologies. Additionally, these students demonstrated a desire for authentic and meaningful texts with Lumbee culture represented. After identification or creation of these texts for non-reservation American Indian males, future research should study effects these texts have on reading comprehension, engagement, identity, and agency for this population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]