We aim to unlock the greater reader in every child. Specifically, our program will focus on increasing reading fluency and comprehension for all students, particularly Black, Latino, and Native American students and those experiencing poverty.
At Reading Reimagined, we envision an American education system in which all students are equipped with the knowledge, skills, and beliefs necessary to be proficient readers, thus enabling them to advocate for themselves, their families, and their communities as they lead lives of limitless opportunity. Is it possible to eradicate illiteracy as a country? We believe we can do it by unlocking the great reader in every child.
Reading Reimagined will engage in inclusive research and development (R&D) efforts grounded in the lived experiences of the students most impacted by inequity and the adults who support them. We will do this in part by examining how all elements of reading instruction and social development must interact to support students to reach their full potential as readers.
Reading Reimagined will build on the rich base of reading research and focus its inclusive R&D on three core areas that impact student reading, but need ongoing exploration of research-based approaches to instruction. The learning from these efforts will be made widely available and integrated into practical, coordinated tools:
- Cultural identity and student experience — What elements of student identity and student experience most influence a reader’s success? What instructional strategies must be present to ensure a successful experience for Black, Latino, and Native American students and those experiencing poverty? How do we leverage our students’ cultural and linguistic assets as foundational to their learning?
- Foundational skills with third through eighth graders — What is the most effective and efficient approach for teaching older learners who have not yet mastered their foundational reading skills? How can we do this in a way that honors their identity, dialect, and intellect while building their skill and confidence as capable readers?
- Reading comprehension — How does developing reading fluency intersect with a student’s needs and strengths in reading comprehension and background knowledge? What are the most meaningful ways to unlock comprehension when students encounter a text that requires additional vocabulary and background knowledge?
For a detailed explanation of our approach to inclusive R&D and the research base supporting our first efforts, read our concept paper “Reading Reimagined: A New Inclusive Research and Development Initiative”.
Current Ways to Engage
- In September 2022, we announced our first group of inclusive R&D teams, focused on equitable foundational literacy research for older learners. Read more, and meet the teams.
- Read about our Award announcements: In June 2022, we announce our R&D partners who will investigate foundational literacy learning with our priority students in grades three through eight. Read More.
- Sign up for our email list: As part of our Inclusive R&D process, we plan to develop multiple opportunities for community involvement. Join our email list to receive information about these opportunities to get involved!
- Reach out to us! The more we collaborate with partners committed to the same collective vision, the more possibility there is for progress for our students. Please reach out to us anytime at ReadingReimaginedInfo@aerdf.org.
Leadership & Partnerships
Reading Reimagined’s Advisory Council
Reading Reimagined’s Advisory Council consists of national leaders representing practitioners, researchers, and product experts who share the program’s belief that every student is capable of being a great reader when given access to adequate resources and instruction. The Advisory Council will help build and hold the standard for evidence-based innovation projects and influence Reading Reimagined’s processes, goals, investment decisions, and overall outcomes during the program’s lifecycle.
- Kwasi Asare: Director of Channel Marketing, DigitalOcean
- Janice Jackson: Chief Executive Officer, HOPE Chicago, former Chief Executive Officer, Chicago Public Schools
- Ginny Lee: Former President and COO, Khan Academy
- Sue Pimentel: Founding Partner, StandardsWork and Student Achievement Partners
- Shalinee Sharma: Chief Executive Officer and Co-Founder, Zearn Math
- Robert Sheffield: President, Consortium on Reaching Excellence in Education
- Dr. Julie Washington: Professor of Language and Literacy, University of California, Irvine
- Joanne Weiss: President, Weiss Associates, Former Chief of Staff, U.S. Department of Education
- Dr. Carey Wright: Mississippi State Secretary of Education
- Patricia Carlos: 4th Grade NBCT, Hawthorne School District, CA
- Diana Cook: Assistant Principal at Burks Elementary School, Putnam County Schools- Cookeville, TN
- Dolores Cormier-Zenon: Wise Owl Scholar Academy – Principal/Teacher, Lafayette, LA
- Emily Eaton: Principal, Former Regional State Literacy Coordinator, Falkner Elementary, Tippah County, MS
- Lashenna Gaines: Master Teacher Administrator, Union County Public Schools, North Carolina
- Claudine James: ESL certified Middle School ELA Teacher and District Community Liaison, Arkansas
- Bill Jarrett: EL teacher grades 3-5, McNair Elementary, Guilford County, NC
- Hjamil A. Martínez-Vázquez: 3rd-5th Grade Bilingual Lead Teacher, Crowley Independent School District, TX
- Dani Morrison-White: Independent Indigenous Education and Curriculum Specialist Grades preK-20+, (Indigenous Framework PBIS, SEL, MTSS) Bozeman, MT
- Stephanie Piazza: Interim Principal/ Literacy Instructional Specialist, Gabriella Charter School 1, Los Angeles, CA
- Kristen Rhodes Beland: 4th Grade/Arts and SEL Integration Specialist, NK Public Schools, R.I.
- Elaine Shobert: Literacy Coach, Rock Rest Elementary School, Monroe, North Carolina
- Talitha Simeona-Stewart: Mentor Teacher – Prince George’s County Public Schools – Maryland