The Bridge to Better Literacy: Connecting Research, Practice, and Systems
What My Doctoral Study Revealed About the Role of Reading and Writing Specialists in New Hampshire Elementary Schools
The Heart of the Work
Implementing Science of Reading–based instruction through LETRS training and the adoption of high-quality instructional materials has been an important step forward for New Hampshire schools. However, while the field has made significant investments in training and access to strong content, my doctoral research found that translating this knowledge into practice is more complex than training alone can address—requiring intentional leadership, coherent systems, and the strategic use of Specialized Literacy Professionals (SLPs), referred to as Reading and Writing Specialists in New Hampshire, who are uniquely positioned to lead this next phase of the work.
My study sought to answer the questions:
What are the perceived roles and responsibilities of Reading and Writing Specialists in NH elementary schools?
What barriers and supports do Reading and Writing Specialists in NH elementary schools experience, and how do these factors influence their ability to fulfill their professional roles?
How do Reading and Writing Specialists in NH elementary schools describe their knowledge of and involvement in implementing SoR-aligned practices and the impact this knowledge has on students?
Through open-ended questionnaires and semi-structured interviews, I collected data from 50 Reading and Writing Specialists that represents 8 New Hampshire counties and 25 districts. What emerged from the study was a powerful shift in how we understand the role of Reading and Writing Specialists. They are no longer just interventionists, but are also instructional experts and system-level leaders, working at the intersection of research, policy, and classroom practice. With deep knowledge of the Science of Reading, often strengthened through LETRS training, Reading and Writing Specialists are uniquely positioned to support teacher learning, strengthen Tier 1 instruction, and ultimately improve student outcomes.
But here’s the reality: their impact doesn’t depend on knowledge alone. It depends on the system around them. When there is strong administrative alignment, clear roles, and coherent systems, Reading and Writing Specialists can lead meaningful change. When those conditions are missing, their influence is limited. This shift from intervention-focused roles to broader literacy leadership underscores a critical truth: improving literacy outcomes isn’t just about what we know, it’s about how our systems are designed to support that knowledge in action.
What emerged from my findings was a conceptual framework I call the Bridge Model of SLP Leadership. The Bridge Model of Literacy Leadership positions Reading and Writing Specialists as connectors across three essential domains: relational, knowledge, and structural leadership. Together, these domains enable leaders to translate the Science of Reading into effective classroom practice by building trust, developing educator expertise, and aligning systems, including curriculum, assessment, and professional learning. When all three are in place, schools can create strong, equitable, and sustainable literacy systems that consistently support high-quality Tier 1 instruction.
Key Takeaways:
From Interventionists to System Leaders
One of the most significant findings from this study is the evolving role of Reading and Writing Specialists. While direct support for students remains an important part of the work, SLPs increasingly view their greatest impact as extending beyond intervention to instructional leadership, data-informed decision-making, and professional learning. The focus has shifted toward prevention, strengthening Tier 1 instruction as the most powerful lever for improving student outcomes. This marks a fundamental transition for Reading and Writing Specialists from supporting individual students to influencing entire systems.
At the same time, this shift is not without tension. Many participants described the ongoing pull between working directly with small groups of students and engaging in coaching and systems-level work. Yet, there was a strong recognition that investing in teachers through coaching has a broader and more sustainable impact by reaching not just a handful of students, but entire classrooms.
Bridging the Science of Reading to Classroom Practice
Reading and Writing Specialists are uniquely positioned to translate the Science of Reading into meaningful classroom practice. Many described their knowledge, often deepened through LETRS training, as foundational to their work. But what sets them apart is not just what they know, but what they do with that knowledge. Through coaching, modeling, and collaborative planning, they help teachers move from understanding research to effectively implementing it. Their impact is often multiplied through this work with teachers, an investment in adult learning that ultimately reaches far more students.
The Central Role of Tier 1 and System Coherence
A consistent theme across the research was the central importance of Tier 1 instruction. Reading and Writing Specialists emphasized that when core instruction is strong and consistent, the need for intervention decreases and outcomes become more equitable. This systems-level perspective positions them as key drivers of coherence, working to align curriculum, instruction, and assessment. At the same time, they are often navigating competing demands, from balancing direct student support to the broader work of improving instruction across classrooms.
The Conditions That Shape Impact
What became clear is that the effectiveness of Reading and Writing Specialists is not determined by knowledge alone. It is shaped by the systems in which they work. When there is strong administrative alignment, a clear district vision, and structures that support collaboration, they are able to lead meaningful instructional change. When those conditions are missing, their impact is limited. Participants described challenges such as unclear role expectations, limited time for collaboration, and inconsistencies in curriculum and data use. Many also noted a sense of professional isolation, particularly when they were the sole literacy leader in a district. Despite these challenges, SLPs consistently demonstrated adaptability through leveraging relationships, advocating for change, and maintaining a strong focus on student outcomes.
A New Way to Think About Literacy Leadership
These findings led to the development of a conceptual framework—the Bridge Model of Literacy Leadership. This model positions SLPs as leaders who operate across three interconnected domains: relational leadership, knowledge leadership, and structural leadership. In this role, they act as connectors through bridging research to practice, supporting teacher learning, and influencing the systems that shape instruction.
The takeaway is clear: improving literacy outcomes isn’t just about building knowledge. It’s about building systems…and the leaders who can connect them.
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