This year, at the AIM Institute's 7th annual Research to Practice Symposium on Monday, March 11, Dr. Hollis Scarborough will be presented with AIM's inaugural Hollis Scarborough Award recognizing a researcher whose work on the science of reading acquisition has deepened our understanding of the complexity of reading proficiency and has inspired others to pursue related research.
AIM's first research project as part of our partnership with the Haskins Global L2 (Language & Literacy) Innovation Hub is underway. The Predicting Literacy Outcomes in Schools study examines the neurocognitive bases of individual responses to the well-established evidence-based interventions we deliver at AIM with our students with language-based learning difficulties (LBLDs).
This week, Suruchi Keenheel, Director of Instructional Coaching and Training at the AIM Institute for Learning & Research, delivered hundreds of books collected by AIM Academy to students at Cornerstone Christian Academy in southwest Philadelphia.
Cornerstone Christian is one of AIM’s new education partners with ten K-5th grade teachers at the school working with AIM Institute to learn about and implement literacy instruction using AIM’s Integrated Literacy Model.
The IDA conference provided us a fantastic opportunity to share the development of the AIM Institute for Learning & Research's digital teacher training platform AIM Pathways.
At our AIM exhibit table, Karen Keesey, AIM Institute's Director of Educational Outreach had the opportunity to show educators, researchers and others features of this new training platform that will revolutionize literacy instruction for teachers to benefit all children, not just those with language-based learning differences.
As the Philadelphia area’s only reading research organization connected to a school for children with learning differences, we wanted to conﬁrm what we’ve always believed: AIM Academy students were improving their reading through our Integrated Literacy Model of instruction. After close analysis, we were thrilled to know that the majority of our students are exceeding national ﬂuency norms for average rate of improvement. Not just compared to their peers with learning differences, because there are no national ﬂuency norms for children who learn differently, but for ALL children.