The AIM Integrated Literacy Model includes six core components that correspond to Scarborough’s Reading Rope (2001) and current best practices in training educators to effectively teach reading and improve student literacy outcomes.
These components are:
The practice profile is organized around these 5 sub-components and defines what ideal implementation “looks like” in the classroom. The AIM ILM closes this gap since it:
Is based in theory and practice
Is aligned with the standards
Is rigorous in nature
Attends to differentiation
Embeds technology (iPad)
Includes ongoing coaching and training
Builds for sustainability
There are many well-designed “off the shelf” reading programs that provide valuable instructional materials and consumables for use in classrooms. By pairing one of these evidence-based programs with targeted teacher training and coaching focused on the continuum of skills and abilities students need to become proficient readers and writers, we can be sure that teachers understand the science of reading and how to best translate the research into effective practices for their students.
...teachers must understand the basic psychological processes in reading, how children develop reading skill, how good readers differ from poor readers, how the English language is structured in spoken and written form, and the validated principles of effective reading instruction. The ability to design and deliver lessons to academically diverse learners, to select validated instructional methods and materials, and use assessments to tailor instruction are all central to effective teaching. – Louisa Moats, Teaching Reading is Rocket Science, 1999
Beneficiares of the AIM ILM
Students (Teachers implement ILM with Fidelity)
Teachers (Receive aligned training, customized coaching and tools needed to be
Systems(Linked teams between schools and district to remove barriers and
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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.