Our Mission: 

We build knowledge to improve outcomes for low-income children and struggling readers at scale.

Annotation 2019-09-08 212526.png
Current Publications:

Wantchekon, K., & Kim, J. S. (2019). Exploring the Relationship Between Reading Engagement and

Reading Comprehension by Achievement Level. Reading & Writing Quarterly. DOI: 10.1080/10573569.2019.1594474 
Click Here


Qin, W., Kingston, H C., & Kim, J. S. (2019). “What Does Retelling ‘Tell” about Children’s Reading

Proficiency? First Language, 39(2): 177-199. https://doi.org/10.1177/0142723718810605  Click Here


Troyer, M., Kim, J. S., Hale, E., Wantchekon, K., & Armstrong, C. (2018). Relations Among Intrinsic and

Extrinsic Motivation, Reading Amount, and Comprehension: A Conceptual Replication. Reading and Writing, An Interdisciplinary Journal. https://doi.org/10.1007/s11145-018-9907-9  Click Here


Quinn, D. M., & Kim, J. S. (2018). Experimental Effects of Program Management Approach on Teachers’

Professional Ties and Social Capital. Educational Evaluation and Policy Analysis, 40(2): 196-218.

DOI: 10.3102/0162373717742198  Click Here


Quinn, D. M., & Kim, J. S. (2017). Scaffolding Fidelity and Flexibility in Educational Program

Implementation: Experimental Evidence from a Literacy Intervention. American Educational Research Journal, 54(6): 1187-1120. DOI: https://doi.org/10.3102/0002831217717692   Click Here


Kim, J. S., Burkhauser, M. B., Quinn, D. M., Guryan, J., Kingston, H. C., & Aleman, K. (2017).

“Effectiveness of Structured Teacher Adaptations to an Evidence-Based Summer Literacy Program.” Reading Research Quarterly, 52(4): 443-468  Click Here

Copyright © 2019 The President and Fellows of Harvard College

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

  • White Instagram Icon