In the late-1990's, the Mississippi Department of Education facilitated the review of reading research by teachers, administrators, and care providers to develop and pilot the resource publications and training modules of the MRRM in Mississippi schools. The primary literature reviews included:

• Literacy research for National Institute of Child Health and Human Development.
• National Research Council's Preventing Reading Difficulties in Young Children
• U.S. Comprehensive Assistance Centers' Reading Success Network
• International Reading Association
• National Association for the Education of Young Children
• National Center for Family Literacy

To implement the MRRM successfully, scientifically-based reading research conclusions serve as the cornerstones for pre-service education, professional development of current teachers, and technical assistance to schools to ensure that:

• Improved reading instructional practices are incorporated into prekindergarten through 3rd-grade classrooms utilizing a balance of the essential elements of reading instruction, which are:
  
• Phonological Awareness


• Decoding (inclusive of phonics)


• Vocabulary Development


• Fluency


Comprehension

• Extensive use of diagnostic assessments, such as AIMSweb, DIBELS and TPRI, are used to evaluate children's reading skills and deficits, and that instruction is tailored accordingly. These assessments are repeated periodically.
• Extended instructional opportunities (interventions or small-group core instruction) are provided to children experiencing reading difficulties
• Well-designed preschool programs promote students' development of appropriate language-related readiness skills for early literacy, which include, but are not limited to:
  • Concepts of Print
  • Phonological Awareness
  • Alphabetic Principles

With the release of the National Reading Panel's Teaching Children to Read and the passage of the No Child Left Behind legislation, BRI reviewed the research, developed training modules that incorporated the research-based strategies, and arranged a review of the reading resources and the plan of MRRM's implementation by the National Institute of Health.  Nationally known reading experts are called upon on a regular basis to review new processes for implementation and to participate with BRI staff for continued professional development. BRI has continued to modify its approach to the model itself, and to its implementation, over the course of BRI's existence.