Abstract
This paper discusses a 2-year study conducted in a professional development school involving Master of Arts in Teaching intern teachers and at-risk readers in Grades 2-6. A reading club for the at-risk readers provided the setting for intern teachers to conduct action research. The premise of the work was twofold: to develop intern teachers' action research skills, and to improve the reading skills of at-risk readers. Results indicate that intern teachers became more reflective and effective teachers through working with students in the club, and the students showed gains in reading skills and a more positive self-perception.
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