Capstone/Dissertation Title

Think deep, teach deep: effective integration of reading strategies in a social studies curriculum





Degree Name



The research question addressed in this capstone is: What content area reading strategies can I incorporate into a secondary social studies curriculum that will meet the needs of students identified as non-readers in an alternative high school setting? Motivation for the study came from the author's personal experiences with reading as well as observation of her student's struggles with reading and understanding in the content area of social studies. Key influences included colleagues, former and current students, various reading workshops and authors such as Beers, Tovani, Buehl and Zemelman. The research method is curriculum development using Kathy Nunley's technique of Layered Curriculum. The author created curriculum for one unit in an American History class. Reading strategies are integrated throughout the unit to give students a better understanding of the topic.

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