Abstract
The purpose of this qualitative study was to examine the scaling up of the Schoolwide Enrichment Model in Reading (SEM-R) in 11 elementary and middle schools in geographically diverse sites across the country. Qualitative comparative analysis was used in this study, with multiple data sources compiled into 11 in-depth school case studies summarizing findings from researcher observations of the SEM-R and comparison classrooms. Teachers were assigned to implement either the SEM-R for 3 hours each week as part of their reading program or to continue teaching their regular reading curriculum during their reading block. Three core student categories emerged across all schools, beginning with increased student enjoyment in reading for students using SEM-R. The second most dominant student finding related to how SEM-R was effectively used to challenge talented readers, and the third related to increased self-regulation in students as observed by teachers, coaches, and principals. Teacher findings that emerged across all schools focused on the perceived benefits of SEM-R for both students and teachers, teachers use of differentiated reading instructional practices and how they were enhanced after the SEM-R was implemented, and the professional benefits and challenges experienced during their successful implementation of the SEM-R. Over 90% of the teachers implemented the SEM-R with high fidelity, and this approach was considered beneficial to all students, including those who achieved at very high and very low levels of reading comprehension by teachers, principals, and literacy coaches.