Schools participating in the Carson Curriculum Project use a scripted literacy curriculum. After years of implementation, these curricula are still being used, despite no increase in standardized tests, which is the goal of the project. An evaluation of scripted literacy curriculum has never been completed. The purpose of this study was to use a qualitative case study to gather the perspectives of 12 teachers, administrators, and curriculum coaches, three from each of the four schools who have taught in 3rd, 4th, or 5th grade for at least 1 school year. The conceptual framework for this study was Bradley's effectiveness model. Research questions were based on the indicators of Bradley's model and how they are implemented with scripted literacy programs. Also explored was how these indicators affect the use of supplemental literacy instruction as a part of a scripted literacy curriculum, and how teachers work together using these indicators in this district when teaching a scripted literacy curriculum. Data were collected through interviews and surveys then analyzed using a priori coding and themes were developed using Bradley's model. Descriptive information from the survey was used to inform the final report. Finding showed that vertical curriculum continuity was not met in school A, horizontal curriculum continuity, broad involvement, long range planning, and decision making clarity were not met in any of the schools, positive human relations, and theory into practice approach were not met in schools A or B, and planned change was not met in schools A or D. A curriculum evaluation was developed to presents task items to address each of Bradley's indicators. Implications for positive social change include using the findings of this study to guide the planning and implementation of scripted literacy curriculum and supplemental materials to enhance students' learning in this district.

This mixed-method study explored and examined the reading attitudes of thirdgrade struggling readers (n=91) following six weeks of summer school using a scripted literacy program (Voyager Passport). During the quantitative portion of the study students (n=91) from five different summer school sites were given the Elementary Reading Attitude Survey (McKenna & Kear, 1990). The survey, which was administered by the classroom teacher the first day of summer school and the last week of summer school, provided scores for academic, recreational and total reading attitude. Following data collection the results of the ERAS surveys were analyzed using a dependent measures t-test as well as descriptive statistics. Results revealed no significant differences in recreational or total reading attitude following summer school using a scripted literacy program. Gender and school site were both examined using a multivariate analysis. Results indicated no statistically significant differences based on gender. However, when academic attitude was examined the results for school site were found to be significant F (4, 90) = 2.87, p = .03. A follow-up Tukey test revealed that although there was a difference in academic attitudes between the school sites, the variation could not be pinpointed to particular sites. The qualitative portion of the study relied on both field notes gathered through classroom observations (n=113) and focus groups. One focus group was held at each of the five summer school sites. During focus groups a group moderator asked the students a series of six questions. Results were analyzed using semantic content analysis (Stewart & Shamdasani, 1990) to identify themes related to students' attitudes about reading. After a cross case analysis of the targeted classrooms was conducted, triangulation was used to compare the findings from the ERAS survey, classroom observations, and focus groups. The qualitative findings revealed that following summer school students liked to read, felt they were better readers, and felt prepared to take the standardized test. However, only 29% of the students passed the alternative assessment. The results also revealed questions regarding the fidelity of the implementation and concerns with the lack of norming data on the fidelity measure.