James S. Kim studies the effectiveness of literacy reforms and interventions in improving student outcomes. He leads the READS Lab at Harvard (Research Enhances Adaptations Designed for Scale in Literacy), a research-based collaborative initiative to identify and scale adaptive solutions for improving children’s literacy learning opportunities and outcomes. He is an expert in conducting randomized field trials to evaluate, improve, and scale evidence-based literacy reforms. He is the principal investigator of an Investing in Innovation Fund (i3) validation study to evaluate READS for Summer Learning, a low-cost and large-scale summer reading intervention for improving reading comprehension outcomes in high-poverty elementary schools. He has also led experimental studies of several widely used teacher professional development interventions for improving reading and writing outcomes in the elementary and secondary grades, including the Pathway Project, Teacher Study Groups, and the Strategic Adolescent Reading Intervention. He serves on the editorial boards of Reading Research Quarterly and the Journal of Educational Psychology and was the program chair for the 2014 annual meeting of the Society for Research on Educational Effectiveness.
- Experimental effects of program management approach on teachers’ professional ties and social capital
- Scaffolding fidelity and adaptation in educational program implementation: Experimental evidence from a literacy intervention
- Effectiveness of structured teacher adaptations to an evidence-based summer literacy program
- Peer influence on children’s reading skills: A social network analysis of elementary school classrooms
- Engaging struggling adolescent readers to improve reading skills