Document Type

Contribution to Book

Journal/Book Title/Conference

Advances in Learning and Behavioral Disabilities: Case Studies on Empirically Validated Practices for Improving Academic Communication Outcomes

Volume

34

Editor

Brian G. Cook; Timothy J. Landrum

Publisher

Emerald Publishing Limited

Publication Date

2025

Journal Article Version

Accepted Manuscript

First Page

1

Last Page

30

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

Despite attempts at reform over the decades, many students with and without disabilities in the United States struggle to learn to read. Bear River Charter School is a K-6 public charter school in Utah that has effectively used Reading Mastery Signature Edition to teach most students to read at grade-level by the end of third grade. Data from the 2022-2023 school year show that over 80% of students in kindergarten, over 70% of students in Grades 1 and 2, and over 90% of students in Grade 3 met grade-level reading benchmarks by the end of the year. This chapter describes the implementation of Reading Mastery Signature Edition at Bear River Charter School as one component of tiered literacy instruction at the school- and classroom-levels. Implementation facilitators (i.e., school charter, leadership, resources, coaching) and barriers (i.e., lack of resources, complexity of intervention) are discussed, and recommendations for effective implementation of empirically supported programs and practices based on implementation drivers are provided.

Comments

ISBN: 978-1-83608-864-6

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