Structured Literacy in Practice: A Study of FundationsR Implementation in Second Grade at RTS

Literacy is fundamental to academic success, yet national and state assessments indicate that many students are failing to develop essential reading skills. The 2022 National Assessment of Educational Progress (NAEP) revealed significant declines in reading proficiency among fourth and eighth graders, with similar trends observed in Virginia. Research emphasizes that strong foundational reading skills—such as phonemic awareness, alphabet knowledge, and decoding—are critical for literacy achievement. However, effective reading instruction requires educators to have a deep understanding of evidence-based practices, particularly for students at risk of reading failure. This capstone study investigates the factors that teachers perceive as facilitating or hindering the implementation of foundational reading instruction through a structured literacy (SL) program, Fundations, in a public elementary school in Virginia. Using a qualitative case study approach, the research examines the extent to which teachers implement SL with fidelity, the barriers they encounter, and the supports that enhance instructional effectiveness. Findings will provide insights into improving literacy instruction by addressing challenges in program implementation and strengthening teacher support systems to enhance student reading outcomes.