“…Hypothetically, content delivery that is highly structured, such as scripted lessons, may provide basic instruction in research-based critical features of children's reading processes at just the right moments in the children's reading development, especially for teachers who are less knowledgeable (cf. Adams et al, 2002;Borman et al, 2005;Foorman, Francis, Fletcher, Mehta, & Schatschneider, 1998;Mac Iver, 2004;Ross et al, 2004).Another possibility is that, on average, students in in-school and out-of-school high-poverty settings do not have the same exposure to, or experiences with, schoolvalued language and literacy that their peers in moderate-and high-wealth situations do (Compton-Lilly, 2004;Heath, 1983;Purcell-Gates, 1995;Vernon-Feagans, 1996). For children who have not been exposed to foundational literacy experiences, a highly structured content-delivery framework might provide a supportive bridge to facilitate students' exposure to literacy and to facilitate their thinking and understanding about reading (e.g., Foorman et al, 1998).…”