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Learn with the nation's leading literacy researchers and practitioners.
AIM Institute webinars bring research and practice together through timely conversations, practical strategies, and expert perspectives designed to support educators and education leaders.
Explore upcoming opportunities to learn, connect, and bring evidence-based literacy practices into your classroom, school, district, or community.
Featured Series
The Road to the 2027 Research-to-Practice Symposium
AIM Institute is hosting a yearlong webinar series exploring the impact of language on reading and writing.
Each conversation examines a different dimension of literacy development, from language foundations and reading comprehension to writing, assessment, and classroom application. The series will culminate with The Impact of Language on Reading and Writing our 15th annual 2027 Research to Practice Symposium on Monday, March 8 (in-person and livestream attendance options available).
Learn with AIM Institute
Explore upcoming webinars designed for educators, literacy specialists, instructional coaches, school and district leaders, researchers, and others committed to improving literacy outcomes.
Integrating Literacy Instruction: The Comprehension-Composition Connection
Nov. 18, 2026 | 6 PM ET
The language-literacy connection is undeniable. Both comprehension & composition are connected in multiple ways including shared language & cognitive processes and knowledge sources. Understanding this & then, integrating comprehension-composition instruction supports & strengthens skills in both areas that directly affect the students’ ability to comprehend text & express learning in writing.
Featuring:
- Nancy Hennessy, Author and Literacy Consultant, The Consulting Network
- Julia Salamone, Instructional Specialist, The Haverford School
Scaffolding Complex Text: Integration of Knowledge & Thinking
Dec. 1, 2026 | 6 PM ET
Students need regular, supported opportunities to engage with grade-level complex text. These texts introduce rich ideas, academic vocabulary, varied text structures, and increasingly sophisticated syntax. Access, however, means more than placing a challenging passage in front of students. Educators must intentionally support students in entering the text while also building the scaffolds that help them think deeply, make meaning, and strengthen comprehension.
Featuring:
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Dr. Mitchell Brookins, Educational Consultant, Brookins Consulting
Access the Recordings
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A Key First Step to Literacy: Early Risk Identification in Pediatric Practice
Oct. 21, 2026 | 6 PM ET
Dr. Shelly Gray and Dr. RJ Risueño share research on a caregiver-completed screener being developed to help pediatricians identify children at risk for dyslexia and developmental language disorder.
Featuring:
- Dr. Shelley Gray, Professor Emeritus in the College of Health Solutions, Arizona State University
- Dr. R.J. Risueño, Assistant Professor of Speech-Language Pathology, Midwestern University
Sowing Seeds of Literacy through Language Development
Sept. 16, 2026
Featuring:
Dr. Jennifer Zuk, Director and Principal Investigator of the Communication and Neurodevelopment Lab, Boston University
Language Is Literacy: Why Oral Language Drives Reading and Writing Success
Oct. 6, 2026 | 6 PM ET
Dr. Pam Snow examines the research connecting oral language to reading comprehension, vocabulary, writing development, and academic success.
Featuring:
Dr. Pamela Snow, Professor of Cognitive Psychology in the School of Education, La Trobe University in Australia
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"Bridging the gap between research and practice is critical as we strive to provide every child with effective opportunities to benefit from our instruction. For us to close this formidable fissure between what appears in the scientific literature and the daily practices employed in classrooms, researchers and practitioners need opportunities to come together as equals and exchange knowledge and experiences in a way that promotes improved and efficacious approaches to instruction. The AIM Research Symposium is such an opportunity to do just this."
- Donald L. Compton, Ph.D. Professor of Psychology and Education, Florida Center for Reading Research