What Matters in Literacy Speaker Series with Dr. James Kim, at The University of North Carolina at Charlotte, Monday, November 30, 2015:

The UNC Charlotte College of Education and Read Charlotte are pleased to present the What Matters in Literacy Speaker Series on November 30, 2015 at 5:30 p.m. at the UNC Charlotte Center City Campus Building. The public is invited to hear Dr. James Kim, Harvard University School of Education, share his expertise and research related to identifying literacy interventions and instructional practices that enable educators to improve literacy outcomes for children, especially vulnerable populations of children growing up in low-income neighborhoods, schools, and homes. Dr.

Effects of Scaffolded Summer Reading on Elementary School Children’s Reading Comprehension, Reading Engagement, and Peer Advice Networks, at New York University, Institute of Human Development and Social Change, Institute of Education Sciences, Pre­doctoral Interdisciplinary Research Training (IES­PIRT) Proseminar, Monday, October 20, 2014

A randomized experiment involving a longitudinal sample of 4,890 children in 59 North Carolina mid-high poverty and high poverty elementary schools was conducted to examine the effects of a scaffolded summer reading intervention in which children (a) participated in teacher-directed comprehension lessons at the end of the school year and (b) were mailed ten books to read at home during the summer months.

More Than Main Effects: Designing Randomized Experiments to Test Moderators and Mediators of Student Achievement, at STEM Education Research Designs, Conceptual and Practical Considerations for Planning Experimental Studies, National Science Foundation, Monday, November 2, 2009:


  • What are moderators and mediators (conceptual framework)

  • Concrete example from RCT of READ 180 (statistical framework)

  • Discuss results from RCT using different statistical models

  • Conclude with key lessons relevant to RCTs in various content areas (literacy, math, science)