A research-driven, IDA-accredited, fully online teacher training program grounded in the science of reading.
AIM's Pathways to Structured Literacy programs use the Orton-Gillingham approach to train literacy educators in evidence-based practices.
Learn how to create a culture of research-based literacy instruction in your school or district.
Virtual Wilson Language Training® courses now available! AIM is a WILSON® Accredited Partner School.
Join Dr. Malt Joshi on Nov. 19 for a virtual event examining Spelling: What Research Says and How It's Taught.
Video and webinar resources for educators focused on literacy research and teacher training.
An annual literacy symposium where educators and researchers engage with each other at the important intersection of research and practice.
The AIM IGNITE Center accelerates learning by engaging teachers and students in applied research as part of AIM's Haskins Global Literacy Hub.
Want to learn more about our programs? Have a question about registration? Here's how to reach us.
It has been exciting to see the EEGs get up and running in the I.G.N.I.T.E. Center Lab as part of AIM's Predicting Literacy Outcomes in Schools research with Haskins Laboratories. Our Upper School Student Research Fellows recently helped Haskins faculty run experiments with AIM 5th grade research participants.
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.