The categories included program characteristics (explicitly articulated objectives and role expectations, provision for continuous student progress, flexibility in matching materials and instruction to student needs, and
stability of programs over several years), leadership behaviors (establishing reading improvement as a school priority, being knowledgeable about reading instruction, actively facilitating instructional decisions, establishing and
maintaining monitoring of student progress, and evaluating teachers), and
psychological conditions (high expectations for students, calm and businesslike school climate, staff commitment to the reading program, staff cooperation, parental involvement, and attribution of reading failure to program defects).