#  READS Lab 

 



##  The READS Lab 

CEPR partnered with the READS Lab, a research lab at the Harvard Graduate School of Education, in 2018 to tackle the early literacy crisis through the Reach Every Reader Initiative. The research centers have since become close collaborators. Check out the array of work coming out of the READS Lab at the forefront of the field of literacy research.



 

 

 

       ![reads lab](/sites/g/files/omnuum9881/files/styles/hwp_28_10__1920x685/public/2025-06/readslab_0.jpeg?itok=NexxM8IN) 

 

 



 

 



 

### The READS Lab 

 

The READS lab is a university-based research initiative dedicated to improving children’s literacy at scale; creating relevant, rigorous, and replicable science; and advancing systemic equity through collective action with teachers and education leaders.



 [ Learn more arrow\_circle\_right ](https://www.readslab.org/) 

 



      ![READS Lab](/sites/g/files/omnuum9881/files/styles/hwp_1_1__480x480/public/2025-06/Screenshot%202025-06-13%20at%2010.41.05%20AM.png?h=179a5c1d&itok=77d5llyn) 

 

 

  

 



### The Model of Reading Engagement (MORE) 

 

MORE is THE elementary science and social studies program that builds schemas and improves academic achievement — including literacy and math! MORE was born out of READS Lab, a Harvard Graduate School of Education research lab.



 [ Learn more arrow\_circle\_right ](https://engagewithmore.org/about) 

 



      ![Children running to class](/sites/g/files/omnuum9881/files/styles/hwp_1_1__480x480/public/2025-06/Screenshot%202025-06-13%20at%2010.46.15%20AM.png?h=fd455ede&itok=VEv4Quf3) 

 

 

  

 



### READS for Summer Learning 

 

READS for Summer Learning is a summer read-at-home program that gives children free books coupled with key supports. Research suggests the program can help students sharpen their reading skills.



 [ Learn more about READS for Summer Learning arrow\_circle\_right ](https://www.readslab.org/reads-for-summer-learning) 

 



      ![Professor Jimmy Kim with a student](/sites/g/files/omnuum9881/files/styles/hwp_1_1__480x480/public/2025-06/Screenshot%202025-06-13%20at%2010.42.15%20AM.png?itok=2YLwsU0U) 

 

 

  

 



### Reach Every Reader 

 

Reach Every Reader is a collaboration with educators, families, researchers, and product developers creating solutions to ensure that every child can unlock the wonder of words and stories.



 [ Visit Reach Every Reader arrow\_circle\_right ](https://reacheveryreader.gse.harvard.edu/) 

 



      ![Reach Every Reader](/sites/g/files/omnuum9881/files/styles/hwp_1_1__480x480/public/2025-06/Screenshot%202025-06-13%20at%2010.43.48%20AM.png?h=f149c98d&itok=Kc3breu4) 

 

 

  

 



 

 

 

##  Explore READS Lab Research 

 



  [### Estimating causal effects on psychological networks using item response theory

 ](/resource/estimating-causal-effects-psychological-networks-using-item-response-theory-1)This study shows how item response theory can be used to estimate causal effects on psychological network structure, revealing intervention impacts on how skills or symptoms are interconnected beyond average score changes.



 

 

   ![front cover of this resource](/sites/g/files/omnuum9881/files/styles/hwp_scale_small/public/2026-01/Screenshot%202026-01-15%20132304.png?itok=ogt6ZgUy) 

 



 

 

   [### A Longitudinal Randomized Trial of a Sustained Content Literacy Intervention from First to Second Grade: Transfer Effects on Students’ Reading Comprehension

 ](/resource/longitudinal-randomized-trial-sustained-content-literacy-intervention-first-second-grade-0)This study shows that sustaining a content literacy intervention from first to second grade improves reading comprehension by building knowledge schemas that enable students to transfer learning to new, content-rich texts.



 

 

   ![front cover of this resource](/sites/g/files/omnuum9881/files/styles/hwp_scale_small/public/2026-01/Screenshot%202026-01-15%20105307.png?itok=oCGQPlZX) 

 



 

 

   [### Improving reading comprehension, science domain knowledge, and reading engagement through a first grade content literacy intervention

 ](/resource/improving-reading-comprehension-science-domain-knowledge-and-reading-engagement-through-0)This study shows that a short, first-grade content literacy intervention can significantly strengthen science knowledge and reading comprehension without harming foundational literacy skills or engagement.



 

 

   ![front cover of this resource](/sites/g/files/omnuum9881/files/styles/hwp_scale_small/public/2026-01/Screenshot%202026-01-15%20085510.png?itok=u8-u8RqG) 

 



 

 

   [### Improving second-grade reading comprehension through a sustained content literacy intervention: A mixed-methods study examining the mediating role of domain-specific vocabulary

 ](/resource/improving-second-grade-reading-comprehension-through-sustained-content-literacy-0)This study shows that sustained content literacy instruction improves second-grade reading comprehension primarily by building interconnected networks of domain-specific vocabulary over time.



 

 

   ![front cover of this resource](/sites/g/files/omnuum9881/files/styles/hwp_scale_small/public/2026-01/Screenshot%202026-01-15%20084949.png?itok=V7QUX_KL) 

 



 

 

   [### Using a Sequential Multiple Assignment Randomized Trial (SMART) to Develop an Adaptive K-2 Literacy Intervention with Personalized Print Texts and App-Based Digital Activities

 ](/resource/using-sequential-multiple-assignment-randomized-trial-smart-develop-adaptive-k-2-0)This study shows that a SMART-designed, adaptive K–2 literacy intervention can improve reading outcomes—especially for nonresponders—when personalized print texts and apps are paired with targeted parent text-message supports.



 

 

   ![front cover of this resource](/sites/g/files/omnuum9881/files/styles/hwp_scale_small/public/2026-01/Screenshot%202026-01-15%20070439.png?itok=tps9hTXM) 

 



 

 

   [### Measures Matter: A Meta-Analysis of the Effects of Educational Apps on Preschool to Grade 3 Children’s Literacy and Math Skills

 ](/resource/measures-matter-meta-analysis-effects-educational-apps-preschool-grade-3-childrens-0)This meta-analysis shows that educational apps can meaningfully improve early literacy and math—especially for preschoolers and constrained skills—but their effectiveness varies widely based on age, skill type, and outcome measurement.



 

 

   ![front cover of this resource](/sites/g/files/omnuum9881/files/styles/hwp_scale_small/public/2026-01/Screenshot%202026-01-12%20035542.png?itok=R-DrHHkE) 

 



 

 

   [### Using a Factorial Design to Maximize the Effectiveness of a Parental Text Messaging Intervention

 ](/resource/using-factorial-design-maximize-effectiveness-parental-text-messaging-intervention-0)This study shows that parental text messaging is most effective when messages are personalized and thoughtfully framed, with certain combinations of message content producing stronger gains in student reading than others.



 

 

   ![front cover of this resource](/sites/g/files/omnuum9881/files/styles/hwp_scale_small/public/2026-01/Screenshot%202026-01-12%20033659.png?itok=exK5u5Co) 

 



 

 

   [### Modeling Item-Level Heterogeneous Treatment Effects With the Explanatory Item Response Model: Leveraging Large-Scale Online Assessments to Pinpoint the Impact of Educational Interventions

 ](/resource/modeling-item-level-heterogeneous-treatment-effects-explanatory-item-response-model-0)This study shows that modeling item-level heterogeneous treatment effects with the Explanatory Item Response Model can reveal meaningful intervention impacts on specific assessment items that are hidden by average test-score analyses.



 

 

   ![front cover of this resource](/sites/g/files/omnuum9881/files/styles/hwp_scale_small/public/2026-01/Screenshot%202026-01-12%20033248.png?itok=zVr6dKNa) 

 



 

 

   [### Combining Human and Automated Scoring Methods in Experimental Assessments of Writing: A Case Study Tutorial

 ](/resource/combining-human-and-automated-scoring-methods-experimental-assessments-writing-case-study)This study shows how combining human scoring with automated text analysis can deepen understanding of writing intervention impacts by revealing the linguistic and cognitive mechanisms behind improved student writing.



 

 

   ![front cover of this resource](/sites/g/files/omnuum9881/files/styles/hwp_scale_small/public/2026-01/Screenshot%202026-01-12%20032749.png?itok=OsgWaCmJ) 

 



 

 

   [### Understanding Heterogeneous Patterns of Family Engagement With Educational Technology to Inform School-Family Communication in Linguistically Diverse Communities

 ](/resource/understanding-heterogeneous-patterns-family-engagement-educational-technology-inform-0)This study shows that families engage with educational technology in distinct ways—and that multilingual, two-way text messaging is especially effective for supporting equitable family engagement in linguistically diverse communities.



 

 

   ![front cover of this resource](/sites/g/files/omnuum9881/files/styles/hwp_scale_small/public/2026-01/Screenshot%202026-01-12%20032057.png?itok=pvaMmsxY) 

 



 

 

   [### Leveraging Item Parameter Drift to Assess Transfer Effects in Vocabulary Learning

 ](/resource/leveraging-item-parameter-drift-assess-transfer-effects-vocabulary-learning-0)This study shows that modeling item parameter drift with the Explanatory Item Response Model reveals durable transfer effects of a content literacy intervention, with especially strong and persistent gains on untaught vocabulary words.



 

 

   ![front cover of this resource](/sites/g/files/omnuum9881/files/styles/hwp_scale_small/public/2026-01/Screenshot%202026-01-12%20030710.png?itok=BrhLSin9) 

 



 

 

   [### Building a Science of Teaching Reading and Vocabulary: Experimental Effects of Structured Supplements for a Read Aloud Lesson on Third Graders’ Domain-Specific Reading Comprehension

 ](/resource/building-science-teaching-reading-and-vocabulary-experimental-effects-structured-0)This study shows that adding structured supplements to a single read-aloud lesson significantly improves third graders’ domain-specific reading comprehension by increasing teachers’ use of academic vocabulary and schema-building dialogue.



 

 

   ![front cover of this resource](/sites/g/files/omnuum9881/files/styles/hwp_scale_small/public/2026-01/Screenshot%202026-01-12%20030140.png?itok=lRAUB4KW) 

 



 

 

   [### Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth, Reading Comprehension, and Argumentative Writing: a Conceptual Replication

 ](/resource/improving-elementary-grade-students-science-and-social-studies-vocabulary-knowledge-0)This large-scale replication study confirms that the MORE content literacy intervention substantially improves elementary students’ science and social studies vocabulary and argumentative writing, with vocabulary growth serving as a key mechanism for



 

 

   ![front cover of this resource](/sites/g/files/omnuum9881/files/styles/hwp_scale_small/public/2026-01/Screenshot%202026-01-11%20160429.png?itok=KBj_-qRZ) 

 



 

 

   [### Asset-Based Implementation of Structured Adaptations in an Online Third-Grade Content Literacy Intervention

 ](/resource/asset-based-implementation-structured-adaptations-online-third-grade-content-literacy)This study shows that supporting teachers to make structured, asset-based adaptations within an evidence-based literacy intervention improves student engagement and science reading outcomes in online learning environments.



 

 

   ![front cover of this resource](/sites/g/files/omnuum9881/files/styles/hwp_scale_small/public/2026-01/Screenshot%202026-01-11%20155638.png?itok=WfHAbLEi) 

 



 

 

   [### Effects of Tier 1 Content Literacy Intervention on Early-Grade English Learners’ Reading and Writing: Exploring the Mediating Roles of Domain-Specific Vocabulary and Oral Language Proficiency

 ](/resource/effects-tier-1-content-literacy-intervention-early-grade-english-learners-reading-and-0)This study shows that a Tier 1 content literacy intervention significantly improves early-grade English learners’ argumentative writing and supports reading development through gains in academic vocabulary and oral language proficiency.



 

 

   ![front cover of this resource](/sites/g/files/omnuum9881/files/styles/hwp_scale_small/public/2026-01/Screenshot%202026-01-09%20182422.png?itok=rkN6vC-M) 

 



 

 

   [### Time to Transfer: Long-Term Effects of a Sustained and Spiraled Content Literacy Intervention in the Elementary Grades

 ](/resource/time-transfer-long-term-effects-sustained-and-spiraled-content-literacy-intervention-0)This study shows that a sustained, spiraled content literacy curriculum from Grades 1–3 produces lasting gains in reading, science comprehension, and mathematics that persist through Grade 4.



 

 

   ![front cover of this resource](/sites/g/files/omnuum9881/files/styles/hwp_scale_small/public/2026-01/Screenshot%202026-01-09%20182023.png?itok=dLxIZjdF) 

 



 

 

   [### Measures Matter: A Meta-Analysis of the Effects of Educational Apps on Preschool to Grade 3 Children’s Literacy and Math Skills

 ](/resource/measures-matter-meta-analysis-effects-educational-apps-preschool-grade-3-childrens)This meta-analysis found that educational apps can improve early literacy and math, especially for young children practicing specific foundational skills, but results vary widely by app design and study quality.



 

 

   ![front cover of this resource](/sites/g/files/omnuum9881/files/styles/hwp_scale_small/public/2025-11/Screenshot%202025-11-09%20200448.png?itok=jwO3l8jG) 

 



 

 

   [### Using a Sequential Multiple Assignment Randomized Trial (SMART) to Develop an Adaptive K-2 Literacy Intervention with Personalized Print Texts and App-Based Digital Activities

 ](/resource/using-sequential-multiple-assignment-randomized-trial-smart-develop-adaptive-k-2-literacy)This study shows that using topic-connected, rigorous texts and pairing digital gamification with family text reminders can enhance young students’ summer reading engagement and achievement.



 

 

   ![front cover of this resource](/sites/g/files/omnuum9881/files/styles/hwp_scale_small/public/2025-11/Screenshot%202025-11-09%20195910.png?itok=KJVeCsnZ) 

 



 

 

   [### Using a Factorial Design to Maximize the Effectiveness of a Parental Text Messaging Intervention

 ](/resource/using-factorial-design-maximize-effectiveness-parental-text-messaging-intervention)This study found that personalized, well-framed text messages improve student reading and family engagement, while generic messages can reduce their effectiveness.



 

 

   ![front cover of this resource](/sites/g/files/omnuum9881/files/styles/hwp_scale_small/public/2025-11/Screenshot%202025-11-09%20194916.png?itok=3TE8cVu9) 

 



 

 

   [### Modeling Item-Level Heterogeneous Treatment Effects With the Explanatory Item Response Model: Leveraging Large-Scale Online Assessments to Pinpoint the Impact of Educational Interventions

 ](/resource/modeling-item-level-heterogeneous-treatment-effects-explanatory-item-response-model)This study reveals that analyzing item-level data uncovers how MORE strengthens students’ ability to transfer learning across subjects, even when overall test scores appear similar.



 

 

   ![front cover of this resource](/sites/g/files/omnuum9881/files/styles/hwp_scale_small/public/2025-11/Screenshot%202025-11-09%20194337.png?itok=U6FUhATw) 

 



 

 

  

   arrow\_back     arrow\_forward   

 

 

 

 

##  In the News 

 



  [### Teaching Reading Is Harder Than a Moon Landing—But the MORE Program Represents One Giant Leap 

 ](/news/2025/08/teaching-reading-harder-moon-landing-more-program-represents-one-giant-leap) August 15, 2025 

 A Moonshot for Reading Comprehension Teaching reading is harder than rocket science. That’s what READS Lab Principal Investigator James Kim learned as one of the 130 researchers on the Reading for Understanding (RfU) Research Initiative, a five-year... 

 

 

   [### The New Gender Gaps: What to do as men and boys fall behind

 ](/news/2025/05/new-gender-gaps-what-do-men-and-boys-fall-behind) May 15, 2025 

 Read the article at harvardmagazine.com. 

 

 

   [### Perspective | Halfway there

 ](/news/2025/04/perspective-halfway-there) April 22, 2025 

 The study found MORE participants outperformed peers in science vocabulary and reading comprehension, with gains sustained through grade 4! These results show how this type of vocabulary instruction can help close the gap on state and national tests which... 

 

 

   [### Teaching Science & Reading Together Yields Double Benefits for Learning

 ](/news/teaching-science-reading-together-yields-double-benefits-learning) March 20, 2025 

 Kowalski: New study finds elementary school students retain literacy skills, build background knowledge & gain a better understanding of complex texts This month marks the five-year anniversary of the World Health Organization’s declaration that COVID-19... 

 

 

   [### How Far Have We Come in Supporting Children’s Reading Comprehension?

 ](/news/how-far-have-we-come-supporting-children%E2%80%99s-reading-comprehension) March 07, 2025 

 A new paper finds “substantial gap persists” between reading comprehension research and practice, calls for greater efforts to prioritize effective instruction methods Back in the late 1970s, literacy researcher Dolores Durkin carried out a small but... 

 

 

   [### Rethinking Reading

 ](/news/rethinking-reading) January 14, 2025 

 Knowledge plays a critical role in reading comprehension. In fact, content-rich literacy programs successfully increase vocabulary, content knowledge, and test scores. So, ask Hugh W. Catts and Alan G. Kamhi, why not include literacy instruction in... 

 

 

  

 

 [ View All READS Lab News arrow\_circle\_right ](https://cepr.harvard.edu/news?f%5B0%5D=hwp_c_projectname%3A178711) 

 

 

 

##  Meet the READS Lab Team 

 



  [### Mary Burkhauser

 ](/people/mary-burkhauser) [mary\_burkhauser@gse.harvard.edu](mailto:mary_burkhauser@gse.harvard.edu)Senior Researcher, READS Lab

 

 

 Mary Burkhauser studies how teachers experience and participate with literacy reform efforts. She is particularly interested in the relationship between teachers' implementation experiences with literacy reform efforts and the scalability of these reforms... 

 

 

      ![Mary Burkhauser](/sites/g/files/omnuum9881/files/styles/hwp_4_5__690x865/public/cepr/files/mary_burkhauser_1.jpeg?itok=FOXs69Og) 

 

 

 

   [### Taylor Harrison

 ](/people/taylor-harrison)Project Coordinator, READS Lab

 

 

 Taylor Harrison is the Project Coordinator at READS Lab. Prior to READS lab she served as a Peace Corps Volunteer in Rwanda. She co-taught English classes, designed and led teacher trainings, and wrote curriculum for the Rwandan Education board. Following... 

 

 

      ![Taylor Harrison](/sites/g/files/omnuum9881/files/styles/hwp_4_5__690x865/public/cepr/files/t.harrison_headshot.png?itok=9lg6vPKM) 

 

 

 

   [### Doug Mosher

 ](/people/doug-mosher)Post-Doctoral Fellow

 

 

 Doug Mosher studies literacy interventions for elementary school students. His research examines the impact of vocabulary knowledge on reading comprehension outcomes as well as effective and meaningful ways to promote vocabulary acquisition and schema... 

 

 

      ![Doug Mosher](/sites/g/files/omnuum9881/files/styles/hwp_4_5__690x865/public/cepr/files/doug_mosher.png?itok=laxIY0ic) 

 

 

 

   [### Ethan Scherer

 ](/people/ethan-scherer) [ethan\_scherer@gse.harvard.edu](mailto:ethan_scherer@gse.harvard.edu)Director, READS Lab

 

 

 Ethan Scherer is the director of the READS Lab. He leads the analytic design and execution for READS Lab's program evaluations and built its integrated data system. He has expertise in continuous improvement cycles, educational technology, family... 

 

 

      ![ethan-scherer_1_0.jpg](/sites/g/files/omnuum9881/files/styles/hwp_4_5__690x865/public/cepr/files/ethan-scherer_1_0.jpg?itok=0SjBDj9s) 

 

 

 

   [### Anna Slavin

 ](/people/anna-slavin) [anna\_slavin@gse.harvard.edu](mailto:anna_slavin@gse.harvard.edu)Learning Designer​, READS Lab

 

 

 Anna Slavin is a Learning Designer at READS Lab. She is passionate about equitable elementary literacy interventions, methods of student engagement, and teacher support systems. Prior to READS Lab, she was a K-4 classroom teacher for nearly a decade. She... 

 

 

      ![Anna Slavin](/sites/g/files/omnuum9881/files/styles/hwp_4_5__690x865/public/cepr/files/img_4453_720.jpeg?itok=W_VgJex_) 

 

 

 

   [### Johanna Tvedt

 ](/people/johanna-tvedt) [johanna\_tvedt@gse.harvard.edu](mailto:johanna_tvedt@gse.harvard.edu)Project Manager, READS Lab

 

 

 Johanna came to the READS Lab from Harvard's Project Zero, where she worked as a research assistant on a national study on higher education in the 21st century. Her primary focus is issues of social mobility and equity in the field of education, and she... 

 

 

      ![Johanna Tvedt](/sites/g/files/omnuum9881/files/styles/hwp_4_5__690x865/public/cepr/files/johanna_profile_ii.jpeg?itok=bSz6qZ8b) 

 

 

 

  

 

 

 

 

 



 

 See also:- [ Project ](/page-type/project)
- [ Current ](/project-status/current)