Research Doesn’t Implement Itself
The impact just isn't there — and it isn't for lack of investment. You've engaged in tons of science of reading training, adopted new resources, and yet the data isn't moving. The simple fact is this: impact requires more than knowledge and more than one initiative.
You have a lot of mandates, but aren’t sure where to get started
New curriculum is in place, but instruction still looks a lot like it always did
Every building — sometimes every classroom — is running a different version of the plan
Coaching capacity is thin, or gone, and teachers are absorbing too many initiatives at once
In the rush to implement, some of what got adopted isn't as strong as it looked
Your K–2 teachers know far more than they did five years ago; your 3–5 teachers feel left out
That’s Where We Come in
Helping you create impact through alignment and longevity
Following research to create impact is not as straightforward as it sounds. Our work is combining the evidence with the reality of your buildings — and then making the change actually stick. That means moving on several levels at once, because no single one of them changes outcomes alone, and staying long enough to see it through.
Our Approach to Literacy
Helping you create impact through alignment and longevity.
Following research to create impact is not as straightforward as it sounds. Our work is combining the evidence with the reality of your buildings — and then making the change actually stick. That means moving on several levels at once, because no single one of them changes outcomes alone, and staying long enough to see it through.
That’s Where We Come in
-
Knowledge, teacher practices, and materials have to move together — strengthening any one of them alone reliably fails to change student outcomes
-
We work at the system level too, because schedules, assessment calendars, and intervention structures quietly determine what teachers can actually do
-
We make small, evidence-aligned swaps, so change is powerful yet safe for staff already at capacity
-
We're clear about where the evidence is strong and where it's still contested — and we pivot when new research warrants it
-
We start with the curriculum you already bought instead of selling you a replacement
-
We stay. Alignment across a system takes more than a year, and no single PD day has ever moved a district's data.
-
Our partners see it in their data — in one district, K–2 students identified "at risk" dropped from 40% to 10% in a single year
Ways to Partner With Us
District & School Partnerships
A multiyear strategic partnership that builds coherence across your system while deepening what teachers do every day. In-person and virtual support, built from your data and your priorities.
Perfect for districts ready to move outcomes, not just adopt a program.
Aligned Literacy Cohort
A small cohort for principals and district literacy leaders, working the same alignment questions together across the year: what to prioritize, what the research actually supports, and how to move the barriers you can't fix from one classroom.
Perfect for a leader who wants expert guidance and a room of peers without committing to a full district partnership.
Professional Learning
Targeted sessions for staff, coaches, and literacy support teams — word recognition, small-group instruction, comprehension, writing — led by the expert on our team who knows that area best.
Perfect for a building that needs a focused deep dive rather than a full partnership.
State of Reading Instruction Review
A structured read on where your literacy instruction actually stands: teacher survey, classroom and small-group observation, curriculum analysis, and a dynamic assessment of staff knowledge — delivered as a written report with prioritized next steps.
Perfect for a leader who needs to know what's really happening before committing to a plan.
"Whether you’re at the beginning stages of making instructional shifts or in the midst of it, Dr. Lindsey is a resource you can count on. She takes the research and provides teachers with practical ideas to assist them in the process of growing strong readers and writers. Her essential instructional swaps are, as she calls them, effective and efficient, but they’re also realistic and engaging for both teachers and students. Dr. Lindsey values the voice of teachers and connects them with research that will impact their students.”
Kristy Thomas
Principal of Rock Rest Elementary School, Monroe, NC
Who We Are
Aligned Literacy is a team of literacy experts — former teachers, coaches, and researchers — who came together because we kept watching well-intentioned literacy investments stall out. Each of us brings deep expertise in a specific corner of the work, so the support you get is matched to what your data actually says. Founded by Julia B. Lindsey, PhD.
Julia B. Lindsey
Julia B. Lindsey, Ph.D., is a literacy expert who partners with districts to transform reading outcomes. She is the best-selling author of Reading Above the Fray and Small Groups, Big Results. Dr. Lindsey’s work focuses on building teacher knowledge, supporting the implementation of evidence-based practices and materials, and ensuring all students can become successful, empowered young readers. Dr. Lindsey holds a BS in Psychology from Davidson College, a MAT from Relay Graduate School of Education, and a Ph.D. in Educational Studies from the University of Michigan. She is a proud former elementary school teacher.
Katie Feldmeier Franz
Kate Feldmeier Franz, Ph.D., is an assistant professor and national literacy consultant. With experience as a classroom teacher, instructional coach, and district administrator, Kate has deep expertise in early literacy instruction, educational leadership, and system-level design. Her research focuses on primary-grade writing instruction, foundational reading skills, and curricular materials. Kate is passionate about ensuring educators have the tools they need to provide all children with impactful and joyful literacy instruction.
"Dr. Lindsey helped our district make fast and impactful changes to our instructional systems [leading to] some of the highest data points in our district's history.”