Increasing Reading Comprehension and Student Engagement in Hybrid Learning Environments - Action Research Paper

Sep 20, 2026

This action research focused on improving reading comprehension and student engagement in a hybrid learning environment, using reading assessment performance and student self-reporting surveys as measures. During the 2020–2021 school year, classes were delivered through a hybrid model in response to COVID-19 disruptions. In ninth grade English, low engagement initially aligned with text difficulty, and interactive whole-class discussion of complex stories improved responsiveness. A literature review identified reciprocal teaching, collaborative strategic reading, and story mapping. After implementation and analysis, increased reading comprehension showed a positive correlation with higher engagement, producing short-term gains across instructional modalities.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages42

Reading Time1 h 46 min

AccessFree to download

Abstract

Purpose and Context

Reading Comprehension and Engagement Problem Framing

Intervention Strategies

Reciprocal Teaching

Collaborative Strategic Reading

Story Mapping

Results and Findings

Teaching Philosophy Statement

Increasing Reading Comprehension and Student Engagement in Hybrid Learning Environments Allie Heiman Catholic University of America Action Research Paper Presented to the Education Department in Partial Fulfillment of the Requirements for the Degree of Masters in Secondary Education May 5th, 2021 Abstract The purpose of this action research was to improve reading comprehension and student engagement in a hybrid learning environment as measured by performance on reading comprehension assessments and student self-reporting surveys. Due to the COVID-19 pandemic, I conducted classes for the 2020-2021 school year in a hybrid model. In my ninth grade English class, I noticed that while lack of engagement was initially correlated with difficulty of text, once we spent a class or two discussing and analyzing these complex stories as a group the students were quicker to respond and engage. In this manner, lack of comprehension presented as a lack of student engagement. Through a review of literature on reading comprehension strategies, three strategies were identified as potential ways to increase both reading comprehension and student engagement. Implementation of these strategies and data analysis of student self-reported surveys and classroom engagement demonstrated that increased reading comprehension positively correlated to increased student engagement as measured both through data collection and teacher observation and maintained short-term gains regardless of modality of instruction. Keywords: Hybrid learning, remote teaching, virtual classroom, reading comprehension, student engagement, collaborative strategic reading, reciprocal teaching, story mapping Increasing Reading Comprehension and Student Engagement in Hybrid Learning Environments The purpose of this action research was to improve reading comprehension and student engagement in a hybrid learning environment as measured by performance on reading comprehension assessments and student self-reporting surveys. In March 2020, virtual learning (also known as remote learning) became a widely embraced practice in order to maintain continuity of instruction during the COVID-19 pandemic. During this time, teachers worked to transfer their in-person instructional methods to virtual learning environments. Across the nation, teachers reported lower levels of student engagement (Chambers [et. al](et. al)., 2020), and as a practicing teacher I too felt the shift occurring in my own classroom. Teachers shared ways to increase student engagement-everything from putting stickers on faces to creative uses of cellphone applications normally discouraged in class-as they prepared for the 2020-2021 school year to start off in virtual learning (Esquivel et. al., 2020; Page, 2020). Emphasis was placed on making the classroom environment more accessible, interactive, and providing students with a sense of control (Ferlazzo, 2021; Trucano [et. al](et. al)., 2021). Due to the COVID-19 pandemic, I conducted classes for the 2020-2021 school year in a hybrid model that combined virtual, in-person, and concurrently taught lessons. Teachers at the school noted lower student engagement in virtual and concurrently taught lessons, similarly to the end of the 2019-2020 school year. I initially believed that lowered student engagement was an endemic part of virtual instruction, but when I began analyzing and observing recordings of my ninth grade English class I noticed that while lack of engagement was initially correlated with difficulty of text, once we spent a class or two discussing and analyzing these complex stories as a group, students were quicker to respond and engage. In this manner, lack of reading comprehension presented as a lack of student engagement, and I decided that this would be the focus of my action research paper. Due to the learning profile of my class, I focused on strategies that were proven to be successful in-person for students with learning disabili

FAQs

What was the purpose of the action research?

To improve students’ reading comprehension and increase student engagement in a hybrid learning environment, measured through reading assessments and student self-report surveys.

How did the study connect reading comprehension with student engagement?

The research found that initial lack of engagement was correlated with difficulty of the text, and that guided class discussion and analysis helped students respond and engage more quickly.

Which strategies were implemented, and what was the outcome?

Reciprocal teaching, collaborative strategic reading, and story mapping were implemented over three weeks. Data analysis showed that increased reading comprehension positively correlated with increased student engagement, with short-term gains sustained across different instructional modalities.

Sep 20, 2026

Uploaded by River Wang