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Abstract

Improving literacy outcomes in Kentucky requires professional learning models that effectively bridge the gap between research and classroom practice. The partnership between the Kentucky Reading Research Center (KYRRC) and the University of Kentucky SimLab (UK SimLab) represents an innovative approach to building teacher capacity through mixed-reality simulations aligned with statewide literacy initiatives. Grounded in evidence-based instructional practices, the partnership integrates professional learning and opportunities for deliberate practice in core literacy areas, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. Mixed-reality simulations provide educators with structured, low-risk environments to rehearse instructional routines, receive feedback, and refine their teaching, addressing well-documented challenges in transferring professional development into classroom implementation. Early evidence and practitioner feedback suggest increased teacher confidence, improved instructional fidelity, and greater coherence across teacher preparation and district professional development systems. By aligning statewide research efforts with practice-based learning, the KYRRC–UK SimLab partnership offers a model for supporting literacy reform and strengthening instructional quality. This collaboration highlights the potential of simulation-based professional learning to enhance teacher effectiveness and ultimately improve student literacy outcomes in Kentucky.

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