Abstract
In this article, Ardice Hartry, Robert Fitzgerald, and Kristie Porter present results from their implementation study of a structured reading program for fourth, fifth, and sixth graders in an afterschool setting. As the authors explain, schools and districts often view an extended school day as a promising way to address the literacy needs of their lowest-performing students by devoting more time to reading instruction. While structured reading programs may help teachers use afterschool instructional time more effectively, the degree to which these programs improve student outcomes depends on the effectiveness of their implementation. Focusing on program implementation in one district as part of a randomized controlled trial, the authors find that successfully implementing a structured reading program in an afterschool setting depends on thoughtful preparation, suitable resources, and ongoing attention.
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