Read. Apply. Perform.™ (R.A.P.)
Secondary Reading and Language Literacy Program
Fidelity of Implementation Guidelines
The Read. Apply. Perform.TM (R.A.P.) Secondary Reading and Language Literacy
Program is a comprehensive, highly structured curriculum designed to systematically
teach the structure of the English language. The program progresses from the simplest
to the most complex letter–sound correspondences and offers clear instructional
rationales for both reading and spelling concepts.
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Developed specifically for secondary students, including those with dyslexia, R.A.P.
strengthens word recognition, reading fluency, reading comprehension, and
written expression. Aligned with the findings of the National Reading Panel, the
curriculum incorporates all five essential components of effective reading
instruction and provides them through daily, explicit, and systematic lessons.
Specific Instructional Procedures
Each R.A.P. lesson follows a consistent instructional routine with the following
components:
• Phonemic Awareness
• Phonics: Direct instruction in 98 grapheme patterns representing the 44
phonemes of the English language
• Grade-Level Academic Vocabulary: Including explicit instruction in prefixes,
suffixes, and Latin and Greek roots
• Structured Reading Practice: Targeting improvement in accuracy, fluency, and
comprehension
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Teacher Training
All participating staff members receive training in the R.A.P. reading and language
curriculum to ensure accurate implementation and consistent instructional delivery.
Exposure / Dosage
Scheduling
The curriculum includes 52 sequenced lessons. Approved instructional time options
include:
• 45 minutes, 5 days per week, or
• 1 hour, 4 days per week, or
• A/B schedules: 90 minutes, 2–3 days per week
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These options provide sufficient instructional exposure and reinforcement to support
student mastery.
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Pace of Lessons
Each lesson introduces 1–3 new letter–sound correspondences and/or reading and
spelling concepts that share common attributes. The pace should align with student
needs and the grouping determined by the school’s schedule.
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Group Size
• Middle School: Groups should not exceed 8-10 students.
• High School: Groups should not exceed 10 students.
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Length of the Program
While pacing varies by group, most students completing lessons at a regular pace can
finish the program within two school semesters.
Quality of Delivery
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Fidelity to the R.A.P. program is essential to achieve intended student outcomes.
Educators are expected to:
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• Follow the instructional script verbatim
• Teach lesson components in the prescribed order
• Adhere to the scope and sequence of all 52 lessons
• Avoid adding or modifying lesson content
Maintaining strict fidelity ensures consistent, research-aligned instruction and
maximizes effectiveness for all learners.
Monitoring Progress
Teachers administer a baseline assessment prior to beginning the program. At the end
of each Teacher Manual (Manuals 1–5), they administer the Mastery Check and
document progress for each student.
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Progress monitoring includes measures of:
1. Accuracy of grapheme-to-phoneme response (spelling)
2. Accuracy of reading words in isolation
3. Reading fluency