"I want to express my support of the Reading In Motion program in the kindergarten class at Hillcrest Elementary School. It is clearly an effective program with proven results. Any time a school integrates the arts into standard curriculum it is a win, win situation. It was exciting to see the children so engaged by the music and movemnet, and learning the material at such a deep level. I can't help but think that this approach helps instill a passion for reading. What could be better than your child feeling passionate about reading?!"
Parent of Kindergarten Student, Hillcrest Elementary
What is Reading In Motion? Simply put, Reading In Motion (RIM) teaches children to read by using the natural connections between reading and the arts. Reading In Motion uses music and drama to engage students and help teachers make their core reading programs effective. The curriculum is engaging and fun.
With a 25-year record of success, Reading In Motion is an arts-based reading curriculum which allows children to get out from behind their desks and use their entire bodies and minds to master reading skills.
Why? Reading In Motion uses the arts to teach reading because the arts work. Study after study has shown that arts-based instruction helps children learn to read and improves their test scores. Reading In Motion believes that schools should be places where children discover their own uniqueness and strength. The arts make possible this kind of vibrant and creative school experience.
The curriculum consists of engaging activities carefully tailored to the grade and developmental level of the students. A teaching artist implements the curriculum in the classroom by implementing two one-hour lessons per week.
In Kindergarten through Third Grade, the curriculum uses dance-based activities that allow children to engage their entire bodies in phoneme awareness, phonics and other basic skills widely recognized as critical building blocks in acquiring reading skills. At each grade level, the first few lessons of the RIM curriculum focus on basic learning skills such as self-control and teamwork. Gradually, the lessons shift from learning skills to reading skills.
Children enhance these skills through lessons they experience as games rather than as schoolwork or self-discipline. The curriculum teaches the individual skills which together result in reading proficiency. These skills are taught in a sequence based on well-documented research about how children learn.
Research Summary: Reading In Motion Gets Kindergarteners to Grade Level
A 2004-2005 study found that 75 percent of kindergarteners using the RIM curriculum were able to achieve grade-level reading requirements, compared to just 17 percent of students in the closely matched control group who did not use the Reading In Motion curriculum.
Current Reading In Motion Highlights:
Photo Tours of Reading in Motion projects
Reading in Motion project at Millville Elementary School Reading in Motion project at Sunrise Elementary School
“Reading In Motion is the best program I have experienced in my 31 years of teaching. It presents phonemic awareness in a solid, clear way. The children are totally involved. Each week builds on the concepts learned in the previous weeks. Before you know it, the children know their sounds, and they can sound out words quickly. It’s fantastic. I believe this program should be in every school in Chicago. It works.”
Marcia Nueske, kindergarten teacher
Guglielmo Marconi Community Academy
“All of the children except two were well above benchmark in all the DIBELS tests. The two that were not at benchmark made incredible gains……This is a great jump for both of them. I really enjoyed having Reading in Motion in my room. It made the difference.”
Judy Merkley, Kindergarten Teacher
Sunrise Elementary School
“I am writing in praise of the Reading in Motion program. My grandson moved from Alpine Elementary School to Summit Elementary School last February (2010). He made tremendous progress in his reading skills. So much progress that I wondered what the difference in teaching methods were. When I attended his "Reading in Motion" program at the end of the school year, I discovered what the difference was.”
Tamra Dursteler, the grandmother of a student in Kathryn Harward's (RIM lead scholar) class at Sunrise Elementary, Spring 2011.