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Brief | Using the science of implementation to implement the science of reading

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Editor’s Note: The eighth of an eight-part series on classroom experiences while transforming reading instruction is embedded below. EdNC is publishing a brief from that series each day.

Just like there is a science to teaching reading, there is a science to implementing change that can guide North Carolina schools through an urgently needed change process that must be done in ways that are manageable for educators.

Implementation is the structured process by which schools and educators can build systems in the state’s Department of Public Instruction, each school district, and each individual school to ensure that all teachers use the most effective reading instruction practices.

In the remainder of this brief, lessons from the science of implementation are combined with recommendations from the SoR Implementation Fellows to increase the likelihood that districts, schools, and individual classroom teachers will make sustainable shifts in increasing students’ exposure to reading instruction aligned with the SoR.

The fellows’ recommendations are particularly insightful, because classroom teachers and literacy coaches are the ones who are closest to and familiar with students’ needs.