Reproduction is an important aspect of research.  We're in the process of creating a Replication Toolkit and other resources  that will provide insights into our research process.  Stay tuned!

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.

Read about our work in this Wallace Foundation report

READS: Helping Children Become Summer Bookworms

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.

Exploring the Problem of "Summer Melt"

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 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. 

2018-2020 MORE Randomized Trial

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.

READS stands for Research Enhances 

Adaptations Designed for Scale in Literacy

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Copyright © 2019 The President and Fellows of Harvard College

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