Ensuring ALL students in the city of Memphis attain a level of literacy that allows them to reach their fullest potential.
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1 out of 5 3rd-5th grade students is reading on grade level in Memphis.
We're here to change that.
Access to educational opportunities and literacy in the U.S. remains overwhelmingly defined by ZIP code, race, and socioeconomics. ALLMemphis has an unwavering commitment to dramatically increasing literacy and education equity in Memphis through our direct, structured and personalized training for local teachers and literacy coaches, as well as providing our school partners with our curriculum. By doing this, we aim to increase student retention in future grades; improve graduation rates and college readiness; and, ultimately, advance the social, cultural and economic development of our city.
Our method helps all; hurts none; and transforms some.
Fostering opportunities for historically excluded students to access literacy, and the freedoms it provides, by empowering teachers with training and mentorship in foundational reading.
ALLMemphis’ core initiative is to train teachers and literacy coaches in the methods of Orton-Gillingham – a multi-sensory approach to literacy instruction that has historically been limited to dyslexia therapy and communities of affluence – and then provide a multi-year mentorship to support the implementation of the approach in charter and public schools.
Knowing that the Orton-Gillingham approach has historically been exclusively used in communities of affluence, we adapted it to the realities of Memphis’ Title I schools, making it accessible to ALL learners.
While it’s true that atypical learners may need specific accommodations and special interventions that an approach like O-G can provide, ALLMemphis believes that this approach can be applicable to anyone learning to read – no matter their age, race, gender, socioeconomic status, etc. O-G has a universal design, meaning it supports ALL students. By collecting ongoing weekly data, we ensure the continuous improvement of growth in student reading.
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