Term
Spring 2025
Capstone
Capstone Project
Degree Name
MAEd
Facilitator(s)
Betsy Parrish and Julia Reimer
Content Expert
Emily Johnson
Abstract
This capstone project explores the question: What approaches can teachers take to design a curriculum that leverages culturally relevant methods to enhance literacy development for students from underserved backgrounds? Grounded in research on foundational reading skills, culturally responsive pedagogy, and the opportunity gap, the project identifies gaps in current literacy curricula and proposes a new curriculum designed to affirm and engage diverse learners. Drawing on frameworks such as Understanding by Design (UbD), Funds of Knowledge, and Culturally Relevant Teaching, the curriculum integrates explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension with culturally relevant texts, multilingual resources, and student-centered strategies. Key learnings from this project emphasize the need for literacy instruction that not only meets academic standards but also validates students’ cultural and linguistic identities. The project highlights broader implications for literacy policy, curriculum design, and teacher preparation in an era when DEI initiatives face increasing opposition. While acknowledging limitations related to scope, funding, and formal piloting, this capstone asserts that culturally responsive foundational literacy instruction is essential for educational equity and long-term student success.
Project Type
Curriculum
Keywords
At-risk Students, Literacy, Multicultural Education, Social Justice
Recommended Citation
Foster, Rebekah, "Culturally Informed Literacy Curriculum for Underserved Urban Elementary Students" (2025). School of Education and Leadership Student Capstone Projects. 1096.
https://digitalcommons.hamline.edu/hse_cp/1096
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects