Bridging Policy & Practice in Literacy Reform 8 views

Persistent gaps between literacy policy and classroom practice highlight the critical role of the implementation process in improving reading outcomes for students including those at risk for reading difficulties and English Learners. Grounded in implementation science, this dissertation examines how reading reform initiatives are enacted across systems of assessment, professional development (PD), instructional planning, and curriculum. The first manuscript investigated the implementation of a statewide early literacy and language screener, identifying teacher-reported barriers and facilitators influencing their use of the data for instructional decision making. Findings highlighted the importance of teacher understanding of and trust in the assessment, and the role of leadership and PD in supporting effective use. The second manuscript synthesized experimental and quasi-experimental studies on PD for literacy instruction with English Learners, identifying critical features of PD such as alignment with curriculum, inclusion of EL-related pedagogical content knowledge, and opportunities for teacher practice within PD. The third manuscript developed and examined the feasibility of a structured planning routine designed to support teachers’ enactment of evidence-based reading comprehension instruction with a core reading program, with results indicating positive perceptions of feasibility and meaningful shifts in instructional decision-making. Together these studies conceptualize literacy reform as a process grounded in implementation science occurring across interconnected systems in schools. Findings underscore that adopting evidence-based tools to improve reading outcomes also depends on coherent and well-supported implementation of those tools to translate reading research into classroom practices that can ultimately improve literacy outcomes for students.

PHD (Doctor of Philosophy)

literacy reform; teacher professional development; implementation science; reading comprehension instruction; literacy assessment; English learners

English

2026-04-17