Capstone/Dissertation Title

Integrating new literacies into a 7th grade reading curriculum to build background knowledge for high-poverty students

Term

2013

Capstone

Thesis

Degree Name

MAT

Abstract

The research question addressed is, how can New Literacies be integrated into a 7th grade reading curriculum to build background knowledge for high-poverty students? The capstone was inspired by the need of all students, but particularly the high-poverty student population, to build background knowledge which improves reading comprehension. New Literacies offer exciting opportunities for building background knowledge in a more engaging and efficient manner. The capstone synthesizes research on students living in high poverty, current adolescent learning preferences, instructional best practices for building background knowledge, and New Literacies, that resulted in an inquiry-based curriculum design. Key influences include Gorski's work with the culture of classism (2007, 2008) Leu and Coiro's research using New Literacies Beers (2003) and Gallagher's (2004, 2009) instructional best practices Wiggins and McTighe's backwards design approach, Understanding by Design (2005) and Pollock's (2007) GANAG lesson plan framework.

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