Why I Chose to Focus My Dissertation on Helping Struggling Readers in Social Science Classrooms
When it came time to decide on the topic of my dissertation, I knew I wanted to do something that would make a difference in my classroom—something that could help students who are often overlooked. My initial focus was on supporting Special Education students in general education social science classrooms. As a former administrator, I had seen how often these students were provided with a plan on paper without any real support in developing their foundational skills. As a classroom teacher, I was resolved to provide that support.
What I found, though, was that when you create strategies that work for students with learning differences, you end up creating strategies that work for everyone—especially English Language Learners and other students who might struggle with reading for a variety of reasons.
That discovery shaped the direction of my dissertation, Increasing Inclusion in the Heterogeneous Secondary Social Science Classroom Through Existing Research-Based Strategies. It’s not just a research project—it’s a reflection of what I’ve learned as an educator: that inclusion isn’t about lowering expectations. It’s about raising access.
The protocol I developed focuses on practical, evidence-based tools teachers can use to support struggling readers—without sacrificing content. One powerful example is using technology to match students with texts that are in their zone of proximal development. That means the reading is challenging enough to promote growth, but not so difficult that it leads to frustration. Technology allows us to do this efficiently and discreetly, helping students feel like they’re part of the lesson—not an exception to it.
And here’s the beautiful part: when you design your classroom with inclusion in mind—when you build in supports like clear vocabulary instruction, scaffolded reading tasks, and structured discussions—everyone benefits. Advanced students get more out of the content. English Learners gain confidence and language skills. And students who’ve been on the margins start to feel like they belong.
Because at the heart of this work is a simple but essential goal: to make sure every student feels like they are part of the program.
That’s what drives me now through Villarreal Educational Enterprises and my work on Capacitando.org. I want to share these tools and insights with educators who are just as committed to inclusion as I am—teachers who believe, like I do, that every student deserves a chance to thrive in the classroom.
This isn’t just about reading. It’s about creating schools where all students feel seen, supported, and capable of success.
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