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Explore the latest news, videos, and updates from the U-GAIN Reading project as we document our journey in integrating Generative AI with the Science of Reading.

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How K–12 Districts Are Boosting Student Literacy With Technology

Performing Is Not Teaching: What the Evidence Says About Reading Fluency Practices for Emergent Bilinguals Report Cover

Performing Is Not Teaching: What the Evidence Says About Reading Fluency Practices for Emergent Bilinguals

Speech Data for Learning Scientists 101: Webinar Recordings

Cover of Integrating AI-Enabled EdTech in PK16 Education: Five Recommendations for State and District Leaders Report

Integrating AI-Enabled EdTech in PK16 Education: Five Recommendations for State and District Leaders

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Engagement-Driven Differences in Acoustic Features During Online Reading Comprehension Conversations

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Podcast: Reports from the Contested Boundary of AI & Learning

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AI in Education: A Set of Four Essential Resource Briefs for Educators

A National Context of Generative AI for Reading to Support English Learners

alt=" National Leadership Cohort Technologies Used: Lexia Core (4), iReady (3), Epic (3), NewsELA (3), Readworks (3), CommonLit (2), ChatGPT (2), Acadience Reading, AI, Amplify, Amira, Canva, Edmentum MyPath, Elevation, Google Suite, Imagine Learning, , IXL, Khan Academy, Language Live, Magic School, mCLASS (Amplify), MobyMax, Pear Deck, Pebble Go, Project Read AI, Reading Rockets, Renaissance Reading, SchoolAI, SeeSaw, Wonders, Gemini, Read Along."

Meet the Educators Helping U-GAIN Reading Explore How GenAI Can Improve Literacy

Students at Sutton Middle School compare and contrast songs representing different eras in history during an International Baccalaureate immersion day.

U-GAIN Reading: Supporting a Tech-Enabled Vision for the Science of Reading

Media Featuring U-GAIN Team

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C240040 to Digital Promise Global. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

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