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

What is the latest thinking about advancing literacy? 

We provide links to our publications and reading resources.

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.  Click here to access these free resources. 

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.  

"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!

Kim, J. S., Burkhauser, M., Mesite, L., Asher, C.A., Relyea, J.E., Fitzgerald, J., Elmore, J. (2020). Improving Reading Comprehension, Science Domain Knowledge, and Reading Engagement through a First-Grade Content Literacy Intervention. Journal of Educational Psychology

This study investigated the effectiveness of the Model of Reading Engagement (MORE), a content literacy intervention, on first graders’ science domain knowledge, reading engagement, and reading comprehension. The MORE intervention emphasizes the role of domain knowledge and reading engagement in supporting reading comprehension.

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