The adoption and sustainability of evidence-based Tier 1 literacy practices in secondary content-area classes is important to improve the reading success among students with learning disabilities. We conducted an exploratory multiple-case study investigating teachers’ adoption and sustained use of evidence-based Tier 1 literacy practices that benefit students with learning disabilities. The study was conducted within the context of an adolescent literacy model demonstration project funded by the Office of Special Education Programs (i.e., Promoting Adolescents’ Comprehension of Text [PACT] Plus). Interviews were conducted with two administrators and seven teachers who sustained implementation of the PACT practices beyond 1 year of researcher support. Analyses revealed practice and school-level factors that influenced teachers’ sustained use of the practices. We used findings from this study to propose a model of sustainability of Tier 1 evidence-based literacy practices used to improve outcomes for students with learning disabilities. Limitations and implications for future research are provided.

在中学内容领域课程中采用并持续采用基于证据的第 1 层识字实践对于提高有学习障碍的学生的阅读成功率非常重要。我们进行了一项探索性多案例研究，调查教师采用和持续使用有利于有学习障碍学生的循证一级识字实践。该研究是在特殊教育计划办公室资助的青少年识字模型示范项目（即促进青少年对文本的理解 [PACT] Plus）的背景下进行的。采访了两名管理人员和七名教师，他们在超过 1 年的研究人员支持下持续实施 PACT 实践。分析揭示了影响教师持续使用这些做法的实践和学校层面的因素。我们使用这项研究的结果提出了一个基于一级证据的扫盲实践的可持续性模型，用于改善有学习障碍的学生的学习成果。提供了对未来研究的局限性和影响。