A Web 2.0 technology was implemented during reading instruction in one 3rd-grade classroom in suburban southeastern Pennsylvania. Trained preservice teachers provided feedback to students via the World Wide Web to enhance their performance and social connections. Motivation scores were measured before and after the intervention was implemented. A t-test for dependent samples indicated that there was a statistically significant improvement in motivation scores (p [less than] 0.05). These findings indicate that having young students use interactive technologies can boost motivation relative to reading comprehension activities. (Contains 3 tables.)