Reproduction is an important aspect of research.  Researchers can now access  reproducation toolkits for our studies here: 

READS Lab Dataverse (Harvard University)

What is the latest thinking about advancing literacy? 

We provide links to our publications and reading resources that you may find useful.

Practical suggestions for supporting struggling readers in early elementary grades.  Please also see our Reading Resources page!

In response to the current situation, we have opened our reading resources to all parents.  We will continue to add resources as quickly as possible!

"There's much debate in the literacy world about what's the best way to teach children to read. With two out of three children struggling to learn to read, the nation is questioning what actually works. Harvard Professor James Kim discusses why learning to read is so challenging and shares how his latest model called MORE offers another way."

Read Jimmy Kim's latest article in Educational Researcher

Kim, J. S. (2019). Making Every Study Count: Learning From Replication Failure to Improve Intervention Research. Theory, Culture & Society, 48(9), 175–193.

 

https://doi.org/10.1177/02632769922050467

Why, when so many educational interventions demonstrate positive impact in tightly controlled efficacy trials, are null results common in follow-up effectiveness trials?  . . . 

Exploring the Problem of "Summer Melt"

READS for Summer Learning is designed to improve reading comprehension by fostering children’s engagement with books over the summer. Children are “engaged” with books when they are motivated to read them on their own and in ways that increase their reading comprehension. The three key elements (“ABCs”) of READS for Summer Learning are:

  • Access to books at home

  • Books matched to each child’s reading level and interests

  • Comprehension activities, including teacher scaffolding and family support of summer reading.

2018-2020 MORE Randomized Trial

We are passionate about improving literacy outcomes for low-income children! 

With the support of the Charlotte-Mecklenburg Schools (CMS) administrative team, we are conducting a large-scale, rigorous scientific study of the MORE (Model of Reading Engagment) curriculum in 30 CMS schools.  By doing MORE together, we are moving the equity levers --great teaching, access to advanced courses (in early elementary school), and time --to solve the achievement gap. 

READS stands for Research Enhances 

Adaptations Designed for Scale in Literacy

The READS Lab at Harvard, led by Professor of Education, James S. Kim, is a research-based collaborative initiative designed to identify and scale adaptive solutions for enhancing children's literacy. We work with leaders in school districts, schools, non-profit organizations, foundations, and universities who are committed to applying adaptive strategies to improve children’s literacy learning opportunities.

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READS Lab, Graduate School of Education, Cambridge, MA  02138