At a time when schools are held accountable to the highest level of standards, strong school leadership is critical for success.

Fortunately, researchers have been exploring the school leadership factors that enable schools to successfully provide interventions to struggling readers, even in the face of complicating factors (e.g., a high percentage of the student population qualifying for free and reduced lunch).

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My review of that research and my own research has pinpointed four key factors that prove instrumental in helping struggling students become proficient readers.

About the Author:

Dr. Elizabeth Crawford Brooke, Ph.D. CCC-SLP, has been Chief Learning Officer for Rosetta Stone since 2015. Prior to that, Dr. Brooke served as the Vice President of Education & Research for Lexia Learning, a Rosetta Stone company. Dr. Brooke joined Lexia from the Florida Center for Reading Research (FCRR), where she served as the Director of Interventions from 2005 to 2010.