A Collective Case Study of Special Educators’ Experiences Implementing Interventions in a New Reading Specialist Role

Millions of children in the United States struggle with reading acquisition, many of whom are identified with developmental dyslexia (DD). Although experimental research indicates that evidence-based reading interventions can bring many of these children to average-range reading skills, such promising outcomes are not commonly achieved within K-12 public schools. Consequently, many students with DD face persistent academic challenges, often resulting in long-term negative outcomes such as poor mental health and low socioeconomic status. This study investigated the perceptions which three special education teachers (SETs) held of a newly established special education reading specialist (SERS) role that aimed to support the translation of research to practice. Employing a qualitative collective case-study methodology, data were gathered through interviews, observations, and a focus group. Findings revealed that participants identified three essential qualities of effective interventions that were central to supporting the SERS role: access to multiple evidence-based reading interventions, opportunities for data-based individualization (DBI), and ongoing, responsive professional development (PD). Additionally, they reported four implementation methods that were crucial to supporting the SERS role and broader working conditions: reduced case management responsibilities, strategic design of school schedules and assessment requirements to protect intervention time, instructionally focused collaboration, and the establishment of an implementation team that oversaw the initiative. These results suggest that the SERS role has the potential to enhance the translation of research-to-practice in special education reading instruction, and that such a role design may positively influence SET working conditions.