Partnerships with schools and districts, researchers, universities, funders, agencies, and other collaborators enable us to test and refine promising practices with the potential for large-scale impact on literacy achievement.

Read about our recent collaborations. See our history for a complete client list.

AmplifyAmplify (formerly Wireless Generation)

2011 – Present

An independent subsidiary of News Corporation, Amplify is built on the foundation of Wireless Generation, a pioneer in mobile assessments and instructional analytics. Literacy How piloted mClass Reading 3-D as an alternative assessment to the Developmental Reading Analysis.

CBER (Center for Behavioral Educational Research), UCONN

2011 – Present

As part of UCONN’s Neag School of Education, the Center for Behavioral and Educational Research conducts and disseminates rigorous, “leading edge” research that influences practice, policy, and educational science.  CBER oversaw data collection, conducted data analysis, and reported the findings on Turning the Curve on Connecticut’s Achievement Gap: K-3 Reading Assessment Pilot Study.

dancing_kids_smallConnecticut Commission on Children

2009-Present

The Commission designed the parent training component for the pilot study, developed training modules, and trained the trainers for Turning the Curve on Connecticut’s Achievement Gap: K-3 Reading Assessment Pilot Study.

CSDElogoConnecticut State Dept. of Education

2009-Present

Literacy How has partnered with the Connecticut State Department of Education (CSDE) to inform sound literacy policies and to enact literacy initiatives.  CSDE funded the continuation of Turning the Curve on Connecticut’s Achievement Gap: K-3 Reading Assessment Pilot Study.

Early Language and Literacy Initiative (ELLI)

The Early Language and Literacy Initiative (ELLI) is a comprehensive, high quality language and literacy development program for all children and their families. ELLI links available resources, evidence on learning, and teacher strengths to answer questions that will ensure children’s future educational and life success.

Stepping Stones Museum for Children, Norwalk Community College and Norwalk Housing Authority

2011 – Present

Stepping Stones Museum for Children, Norwalk Community College, Literacy How, and the Norwalk Housing Authority are working in partnership on the ELLI Lab School. ELLI’s partners believe that by linking and aligning their relevant resources and expertise, they can have a significant impact on more children’s language and literacy development to make measurable gains, change life outcomes and, consequently, enhance community vitality.

This pilot program and key feature of ELLI is designed to provide essential learning experiences that are based on theory, research, and community wisdom about what all children need for healthy growth and development–especially early language and literacy. Some of the conditions that support a child in becoming a skilled reader are time with attentive accomplished language speakers, meaningful relationships during everyday moments, and time exploring supportive environments. These conditions strengthen speaking, listening, reading, and writing skills for children.

ELLI.OBSERVATIONTHINGS TO LOOK FOR:

  • Appealing and complex learning environment:  uncluttered, well-organized, content-rich, play-based, frequently supplemented and changed to enrich vocabulary
  • Children’s invented spelling and writing visible everywhere: labels on walls, on their pictures, handwritten notes to teachers, parents, friends
  • Name-writing: daily sign-in sheet to record the development of children’s writing skills
  • Child-centered environment: project-based and child-developed settings vs. permanent centers
  • Communication with families: daily ELLI experiences posted, engaging parents as educational partners
  • Vocabulary: unit-related and posted throughout the classroom for teacher and parent reference
  • Alphabet: available in several areas of the classroom at eye-level for children to reference for invented writing
  • Learning activities:  include language and/or literacy objectives along with a content objective for each experience

THINGS TO LISTEN FOR:

  • Content-specific and rich vocabulary:  teachers and students use vocabulary appropriately
  • Teacher-student interaction:  teachers role-play with students to support use of complex language and to encourage verbal reasonging skills (i.e., open-ended questioning)
  • Student-student interactions:  children use the complex language and vocabulary, modeled by teachers, in conversation with their peers
  • Phonological awareness  instruction (sounds, syllables, rhymes):  teachers explicitly teach these skills and also embed this instruction through out the day
  • Sounding out words while writing: children practice phonemic awareness (individual sounds) and phonics (connecting sounds with letters) during invented spelling and writing

logoEmily Hall Tremaine Foundation

2009 – Present

The Emily Hall Tremaine Foundation seeks to fund innovative projects with an overall emphasis on education, focusing on three major areas:  art, environment and learning disabilities.  The Foundation funded creation of the brief “Dyslexia and Other Learning Disabilities. What Connecticutʼs Next Governor Can Do,” as well as the pilot study, Pre-K RTI in CT:  Building Teacher Knowledge About Language and Literacy for Dual Language Learners.

Grossman Family Foundation

2011 – Present

The Foundation funded Turning the Curve on Connecticut’s Achievement Gap: K-3 Reading Assessment Pilot Study.

Haskins logoHaskins Laboratories

2009-Present

Haskins Laboratories, a private, non-profit research institute, was founded in 1935 with a primary focus on speech, language and reading, and their biological basis. Between 2000 and 2009, Haskins researchers and reading specialists collaborated on a number of research studies, including Early Reading Success, Mastering Reading Instruction, and the Haskins Literacy Initiative, promoting the science of teaching reading by mentoring classroom teachers and providing embedded professional development. Dr. Margie Gillis, a Research Affiliate at Haskins, continues to collaborate with researchers at Haskins.

HILL for Literacy

2009-present
The HILL Model is “a proven multi-year process that changes the culture of schools. [Their] science-based approach features a literacy roadmap, which any school can use to develop the systems, processes, and skills to reach all teachers, all children, and dramatically improve literacy rates.” Literacy How is working with the HILL on the Connecticut K-3 Literacy Initiative.