The adoption of highly scripted curricular programs to promote literacy has become increasingly widespread. Little is known, however, about the extent to which teachers implement these programs as prescribed or, instead, make adaptations to the curriculum and its delivery. Even less is known about teachers’ reasoning behind this decision-making. Using qualitative thematic analysis, in this study, the authors investigates middle school intensive reading teachers’ challenges and solutions to implementing the curricular program mandated by their school district. Analysis of 10 teachers’ descriptions of their instructional decision-making highlighted the tensions teachers must navigate to provide effective literacy instruction to students with and without disabilities in a high accountability context. The central construct of negotiation was identified as an explanation of how and why teachers made (or did not make) curricular adaptations.

采用高度脚本化的课程计划以提高识字率已变得越来越普遍。但是，对于教师在何种程度上执行规定的课程或改编课程及其授课方式知之甚少。关于教师在此决策背后的推理知之甚少。在本研究中，作者使用定性主题分析调查了中学精读教师在实施学区要求的课程计划方面所面临的挑战和解决方案。对10位教师对他们的教学决策的描述进行的分析突显了教师在高问责制背景下为为有残障和无残障学生提供有效的扫盲教学而必须克服的压力。