"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 our latest article!
Asher, Catherine Armstrong, Ethan Scherer, and James S. Kim. (2020). Using a Factorial Design to Maximize the Effectiveness of a Parental Text Messaging Intervention. (EdWorkingPaper: 20-305). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/86na-3y47
Parental text messaging interventions are growing in popularity to encourage at-home reading, school-attendance, and other educational behaviors. These interventions, which often combine multiple components, frequently demonstrate varying amounts of effectiveness, and researchers often cannot determine how individual components work alone or in combination with one another. Using a 2x2x3 factorial experiment, we investigate the effects of individual and interacted components from three behavioral levers to support summer reading: providing updated, personalized information; emphasizing different reading views; and goal setting. . . .
Follow our work . . .
In response to the Covid-19 uncertainty, READS Lab has opened our summer learning materials to all for free. This read-at-home literacy program helps students improve their reading skills outside of school. Click here to access the materials.
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.