Readers 2 Leaders

Readers 2 Leaders Equips Students for Success Through the Power of Reading

Literacy unlocks brighter futures for children, families, and communities. That’s why Readers 2 Leaders’ mission is to equip all students for success through the power of reading. With evidence-based tutoring methodologies at the heart of all we do, Readers 2 Leaders prepares children, caregivers, and educators with the tools to read and share reading with others. We reach children with crucial literacy intervention and enrichment at schools, in out-of-school time (OST), at partner nonprofits, and at home, and we prioritize reaching children of color and those who are economically disadvantaged to help close systemic resource gaps that affect these students most. Our diverse staff and leadership seek to integrate the experiences and concerns of our communities through consistent, culturally competent, and creative approaches to literacy learning.

Readers 2 Leaders (R2L) serves schools and organizational partners throughout Dallas County. Through community engagement and a commitment to research-based methodologies, R2L has contributed to transforming communities, families, and children through reading since 2011. Historically, more than 80 percent of students in our programs make significant, measurable growth in their reading skills. For students, this means a better academic experience, greater employment opportunities, and more choices to pursue fulfillment and happiness. 

Readers 2 Leaders has shown measurable success in improving literacy outcomes through its programs. During the 2024-25 school year, 94 percent of students served through Readers 2 Leaders Tutoring and Coaching programs demonstrated growth in key early literacy skills. In the 2025 Summer Camp, 89 percent of participants maintained or improved their reading skills, effectively preventing summer learning loss. These results underscore the effectiveness of Readers 2 Leaders in advancing reading proficiency, which contributes to stronger academic performance and greater long-term opportunities in education and employment.

Our Kids Deserve to Read

The 2024 National Assessment of Educational Progress (NAEP) continues to highlight persistent disparities in reading achievement across the United States. These disparities, often referred to as achievement gaps, represent differences in academic performance among student groups defined by factors such as socioeconomic status, race, ethnicity, and primary language. These gaps are visible in standardized test scores, graduation rates, and college enrollment, and they reflect inequities in access to educational resources and opportunities (U.S. Department of Education, 2024).

In Dallas ISD, literacy remains a critical focus. In 2023, only 43 percent of third-grade students met reading standards (Commit Partnership, 2023). The COVID-19 pandemic intensified existing gaps. A national study from the NWEA found that by the end of the 2022–2023 school year, students in grades three through eight were, on average, three to four months behind in reading proficiency compared to pre-pandemic expectations (Kuhfeld et al., 2023). The impact was more pronounced in districts serving higher proportions of students from historically marginalized communities and multilingual learners.

Taking Literacy to Children, Adults, and Communities

At Readers 2 Leaders, we teach reading! We tutor children at in-school, after-school, and summer camp sites; we equip educators and nonprofit professionals with the skills to teach phonics and help their students grow as readers; and we provide literacy tools to caregivers, including those who are English language learners, so they can help their children with reading and more easily navigate daily life.

Readers 2 Leaders aims to achieve the following during the 2025-26 fiscal year (FY26):

• Serve 1,600 students during the school year and summer;

• Serve 400 adults through literacy coaching and training programs;

• 85 percent of students will participate in 80 percent of sessions for 120 minutes of instruction per week; 

• 90 percent of students will make measurable growth in key early literacy skills as measured by an externally validated assessment;

• 89 percent of children will grow or maintain their reading skills during the summer