Interconnected Infrastructure for Improving Reading Instruction

Abstract

Abstract Drawing on the literature on infrastructure for implementing instructional improvement, the authors explain the role of three infrastructural pillars for reading instruction. They discuss how curriculum, professional development, and leadership are mutually supportive, thus illuminating the pillars for reading reform at the classroom, school, and system levels. The authors argue that it is crucial to attend to the alignment among the pillars (e.g., professional development on curriculum, leadership linked to coaching), as well as their feasibility and transparency.