Centering Teacher Voice

This study examines how social validity—teachers’ perceptions of an intervention’s feasibility, relevance, and value—shapes the successful implementation of a mandated literacy reform. In partnership with a large urban district, we supported first-grade teachers in integrating Geodes, a collection of 80% decodable, knowledge-building texts designed to bridge foundational skills and core English language arts instruction. Using a design-based research approach, we provided iterative coaching, lesson routines, and curriculum-aligned assessments to elevate the perceived value and usability of the materials. Findings showed that teachers’ uptake of Geodes increased substantially with these supports, and classrooms that integrated the materials more consistently were associated with greater gains in students’ reading fluency. Taken together, these findings suggest that social validity offers a key lens for understanding why mandated materials may take hold in some classrooms and falter in others.