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).