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Abstract

A growing, research-based consensus supports addressing our nation’s literacy crisis through instruction aligned with the Science of Reading (SoR). We recognize, however, that the complexity of SoR content, alongside the multiplicity of instructional decisions and practices, and the unique features of each classroom and school, make simple implementation designs unlikely to achieve desired results. To guide schools in developing higher levels of SoR-aligned early literacy instruction, we developed the Dynamic Early Literacy Framework (DELF). The DELF primarily serves as a framework to guide inquiry and innovation of SoR-aligned early literacy drivers, while documenting progress as well as identifying change priorities. The framework addresses growth across four defined stages for each of the seven drivers: School Leadership & Culture; Comprehensive Early Literacy Assessment System; Evidenced-Based Core and Intervention Curriculum; Evidenced-Based Instructional Practices; Supervision & Evaluation; Coaching and Professional Development; and Family and Community Engagement. This article reports findings from a one year qualitative pilot investigation of the DELF in three school sites and the K-2 central instructional support team in kindergarten through second grades. Findings suggest the use of the tool had a positive impact in framing inquiry of the current literacy model and development of action plans across various stakeholders. Discussion includes lessons learned and implications for future research

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