The Partners

The Barksdale Reading Institute (BRI) was approached by the national leadership of Teach For America (TFA) in the Spring of 2020 with a request to bring the Science of Reading to its incoming corps members during TFA’s Virtual Summer Institute. BRI had long enjoyed a strong relationship with TFA’s Greater Delta Region and our work to champion improved literacy instruction in Mississippi made BRI logical partners for launching this initiative. Given the mid-pandemic constraints and short time frame for production, BRI enlisted several reputable partners across the country to assist in the effort. As each organization joined the team, BRI leadership plotted the alignment of “stars” on the map. The coast to coast locations yielded the outline of the famous constellation. Keeping the Science of Reading as our North Star, The Big Dippers–individually and collectively–are committed to bringing evidence-based practices to reading instruction in America’s schools.

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The Barksdale Reading Institute logo

This Mississippi-based organization was established with the largest philanthropic commitment to a single state focused on early literacy that changed its trajectory for 4th grade reading.

The Barksdale Reading Institute (BRI) was established in 2000, the same year that a panel of national experts reported on the scientific basis for effective reading instruction in the Report of the National Reading Panel (NRP 2000).  From its beginning, BRI has focused on bringing the latest research on the science of reading to Mississippi’s educator preparation programs and classroom instruction.  Our founding mission–to significantly improving early literacy–remains at the forefront of our work.  As our state has seen dramatic achievement in 4th Grade reading, as evidenced by the National Assessment of Educational Progress (NAEP, 2019), we have expanded our reach to address the residual gaps in reading that occur beyond the elementary years. BRI has implemented a variety of initiatives to ensure that the principles of the science of reading are widely recognized and used in instruction.  The initiatives include providing direct services and professional development to low-performing schools, building effective school leadership for literacy, designing instructional models for the Mississippi Department of Education, engaging university faculty in a professional growth model, and evaluating how well the science of reading is being taught in teacher prep courses in Mississippi’s colleges and universities. BRI has worked with many other states and philanthropists to help them learn from BRI’s substantial and adaptive application of its resources over its twenty-year history.

Hill Learning Center’s vision is that ALL students with learning differences and attention challenges receive the instruction and support they need – regardless of where they attend school or whether they have a diagnosis. Through a range of programs and services for students, families, and educators, Hill aspires to be a learning hub for equitable, research-based, differentiated educational practices, with a particular focus on reading, writing, math, and executive function. Hill reaches 1,000 students directly each year and serves more than 1,200 educators annually with online, blended, and in-person professional learning. Last year, 625 educators across 7 states implemented the Hill Reading Achievement Program (HillRAP) with 6,500 struggling readers. Hill’s teacher professional development program for reading and writing is accredited by the International Multisensory Structured Language Education Council (IMSLEC) and recognized by the International Dyslexia Association (IDA).

Hill Learning Center logo

A remarkable learning hub located in Durham, North Carolina, Hill provides an intensive remediation program for students with specific learning disabilities or attention deficit disorders and offers an expansive array of in-person and remote professional development opportunities for literacy practitioners.

A mission-driven national education nonprofit based in New York and led by educators and reading experts, The Reading League promotes research-to-practice in order to reimagine the future of literacy education and accelerate the global movement toward reading instruction rooted in science.

The mission of The Reading League (TRL) is to increase knowledge of science-based approaches to teach reading as well as research that demystifies how people learn to benefit the lives of millions of students. We train and support educators and school leaders. By extension, we also serve parents, specialists, and researchers. We believe all children deserve to learn to read and all teachers can learn to teach them.

Right to Read believes that the ability to read, in addition to being essential for citizenship in a functioning democracy, can open opportunities for self-actualization and social mobility.. The members of r2R.p advocate for science-based reading instruction in the school systems and science-informed curriculum in teacher preparation programs. r2R.p disseminates practical resources and accurate information directly to teachers, parents, and administrators through our blog and social media presences. We train and support schools and districts transitioning to science-based reading instruction and provide content-area expertise to policymakers, government agencies, NGOs, and philanthropic funders.

A progressive California-based organization founded and run by classroom teachers, researchers, and activists, the Right to Read Project is committed to the pursuit of equity through literacy.

This Idaho-based national literacy trainer and author, Dr. Deborah Glaser, created this on-line practical and in-depth resource to make the unknown about reading instruction clear and give teachers confidence in bridging that knowledge to practice.

Deborah R. Glaser, EdD, LLC has been providing reading teachers across the country with professional development in the science of reading for over twenty years. Dr. Glaser’s signature project is the Top Ten Tools for Teachers (TTT), an online learning platform designed to bridge knowledge about how students learn to read to teacher practice in the classroom. TTT provides examples of real hands-on-learning in classrooms. Dr. Glaser works closely with schools, districts, State Departments of Education, and local TFA staff to develop initiatives, review and improve literacy assessment and instruction for all students. Her organization is dedicated to increasing teacher access to structured literacy processes, developing teachers’ understanding of and ability to teach explicitly and systematically, and most importantly to improving our nation’s students’ ability to read.