Implementing the Science of Teaching Reading in Upper Elementary Grades: A School–University Partnership Case Study

This case study reports on a 2-year, school–university partnership between a fifth- and sixth-grade classroom teacher and a university faculty member and their undergraduate and graduate courses. The school–university partnership focused on implementing research-based reading instruction and intervention aligned with the Science of Teaching Reading. This case study reviews researcher and educator perspectives on integrating educator professional development and preparation, illuminating the complex work of improving reading outcomes for all learners and opportunities in creating school–university, service-learning partnerships.