A research-driven, digitally-delivered learning tool that teachers can learn, practice, and apply in their classrooms.
Explore neuroscience, literacy and technology with renowned researhcers at our new three-day Summer Institute for educators from June 25-June 27 at AIM
An annual literacy symposium where educators and researchers engage with each other at the important intersection of research and practice.
As a WILSON® Accredited Partner School, AIM offers numerous Wilson® Language Training courses to educators throughout the region.
A speaker series providing all educators and parents access to the most recent advances in cognitive science and teaching methodologies.
A series of brief conversations with experts and researchers in the field of literacy and learning.
The ILM includes core six components for training educators to effectively teach reading and improve student literacy outcomes.
AIM's Pathways to Structured Literacy programs use the Orton-Gillingham approach to train literacy educators in evidence-based practices.
Want to learn more about our programs? Have a question about registration? Here's how to reach us.
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.
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.