Term
Summer 2026
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Karen Moroz
Content Expert
Anne Ittner
Abstract
This capstone project examines how structured student choice embedded within a project-based reading curriculum can support engagement and comprehension among reluctant elementary readers. The curriculum was developed in response to the challenges experienced by students who disengage from reading or develop negative perceptions of themselves as readers. Instead of viewing reading reluctance as a fixed characteristic, this project explores how instructional decisions, student autonomy, reading identity, and meaningful opportunities to demonstrate learning may impact students’ relationships with reading. The development of the curriculum was guided by a research-informed design process rooted in literature on reluctant readers and reading identity, reading engagement and comprehension, Self-Determination Theory, project-based learning, and student choice. This body of research highlighted the importance of autonomy, competence, meaningful learning experiences, and opportunities for students to develop positive identities as readers. Research findings were synthesized and applied to the design of instructional experiences intended to address both the affective and academic needs of reluctant readers. The primary product of this capstone is a five-week, 25-day project-based reading curriculum designed for students in grades 3–5. The curriculum is organized around six key phases: Connect, Choose, Investigate, Create, Share, and Reflect. Throughout these phases, students reflect on their reading identities, make structured choices about topics and texts, investigate questions through multiple sources, receive explicit comprehension instruction, create authentic projects, and share their learning with an audience. Structured choice opportunities provide students with meaningful autonomy while maintaining teacher guidance, clear expectations, and purposeful literacy instruction. The culminating curriculum demonstrates how research-based principles can be embedded into a cohesive, student-centered approach to reading instruction. Although the curriculum was not implemented as an experimental intervention and therefore does not establish causal effects on student outcomes, its design provides educators with a framework for supporting reluctant readers through purposeful choice, authentic learning, reflection, and explicit comprehension instruction. Ultimately, the project is intended to help students move from reading avoidance toward greater engagement, ownership, confidence, and pride in themselves as readers.
Project Type
Curriculum
Keywords
Curriculum, Literacy, Reading, Teachers/ Teaching
Recommended Citation
Miller, Jessica, "From Avoidance to Proud Ownership: Cultivating a Passion for Reading Through Project-Based Learning" (2026). School of Education and Leadership Student Capstone Projects. 1203.
https://digitalcommons.hamline.edu/hse_cp/1203
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects