The Kentucky Reading Research Center has completed its first research study, marking an important milestone in its mission to strengthen literacy outcomes across the Commonwealth.
The Center has completed an annual evaluation of the Kentucky Read to Achieve (RTA) Reading Diagnostic and Intervention Fund grant program, which provides competitive funding for schools to implement evidence-based reading interventions for kindergarten through third grade students reading below grade level.
This year’s evaluation looked beyond traditional survey data to explore how schools actually implement the RTA program—examining literacy team structures, classroom instruction, and how school demographics relate to reading outcomes.
Key findings include:
- Schools overwhelmingly reported that RTA funds were essential for improving literacy instruction across all tiers.
- Teachers and reading interventionists said the training and support provided through RTA improved their ability to deliver science-based reading instruction.
- Educators identified a continued need for behavior management training, professional development, and instructional video demonstrations.
- Schools with higher literacy achievement tended to have stronger Tier 1 systems and more experienced teachers, while lower-achieving schools often faced higher teacher turnover and leaned more heavily on Tier 3 supports.
While the survey results were generally consistent with past years, this deeper look revealed valuable insights that can guide future research and support. The Center plans to build on these findings to further study how school systems, staffing, and instructional practices influence reading achievement statewide.
