iLit20 Supplemental Reading Program for Personalized Secondary Literacy Acceleration

iLit20 is a digital supplemental evidence-based reading program that accelerates the reading proficiency and confidence of students in Grades 6 and up.

  • Nonfiction adaptive readers build students’ capacity to comprehend increasingly complex texts
  • Age-appropriate adaptive foundational skills interventions
  • Adaptive study plans in grammar, vocabulary, and spelling
  • Robust digital library of fiction and nonfiction texts, with over 100 translations



Personalized Learning for Accelerating Reading Growth

Build Confident, Independent Readers

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Increase Motivation With Student Choice and Voice

Students select independent reading from a robust digital library of more than 3,000 fiction and nonfiction texts. The library offers translations in 100+ languages, a visual glossary, and note-taking tools to support independent reading.


Adaptive Learning Personalizes Reading Instruction

Adaptive nonfiction readers build students’ ability to understand and respond to increasingly complex texts. Adaptive study plans provide individualized instruction in spelling, grammar, vocabulary, and word study.


Foundational Skills Support

iLit20 provides word study, fluency, and phonics adaptive instruction for secondary students who need more work on foundational skills to develop grade-level proficiency.


Monitor Student Progress

iLit20 makes it easy for district and school leaders and teachers to track student growth in reading skills.

Spark Literacy Growth for Every Secondary Student

  • Accelerate Reading Proficiency with Nonfiction Interactive Readers
  • Promote Student Choice with a Robust Digital Library
  • Personalize Reading Instruction
  • Foundational Skills Intervention
  • Build Writing Skills
  • Adaptive
    Adaptive performance-based instruction steadily increases students’ capacity to read more complex texts.
  • Self-Guided
    Each student completes self-guided, independent nonfiction interactive readers each week.
  • Nonfiction
    The nonfiction Interactive Reader texts extend two full years in complexity over the course of a school year, challenging students to apply skills and strategies to increasingly complex texts.
  • Diverse, High-Interest Selections
    Students choose from a digital library of more than 3,000 high-interest fiction and nonfiction books.
  • Promote Student Voice and Choice
    Titles are automatically recommended based on students’ interests and reading level. Students write book reviews and read recommendations from other students.
  • First Language Support for English Learners
    All library selections have translations available in more than 100 languages to support English learners! A picture dictionary offers additional support to students learning English.
  • Vocabulary
    Assign adaptive study plans in vocabulary to build students’ academic and content-area vocabulary. All plans include direct instruction, with immediate feedback, and adjust the amount and type of practice students receive based on their performance.
  • Grammar
    Assign adaptive study plans to provide effective individualized grammar instruction for students. All plans include direct instruction, with immediate feedback, and adjust the amount and type of practice students receive based on their performance.
  • Comprehension
    Assign specific assignments to help students build specific comprehension skills, like finding the main idea or identifying key details.
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  • Phonics and Word Study
    Students who need varying levels of foundational skills practice—all the way down to phonological awareness—receive Phonics and Word Study Readers and activities designed with the secondary learner in mind.
  • Fluency
    Word Study Readers feature Comprehension and Word Study questions, in addition to Oral Reading that measures fluency and expressiveness.
  • Summary Writing
    At the end of each nonfiction Interactive Reader, students write a summary of what they have read. Students receive immediate feedback on their summary writing, and the summary authentically measures student comprehension of the selection.
  • Automatic Feedback
    Students receive automatic feedback after completing each writing assignment. The feedback helps students to improve the quality of their writing and learn effective revision strategies.

Explore iLit20!

Kids Love All the Books

Inspire Literacy with iLit

Monitor Student Progress in Reading


  • The program includes the norm-referenced GRADE™ diagnostic to provide a norm-referenced snapshot of student growth each at the start, middle, and end of each school year.
  • The beginning-of-year GRADE assessment scores place students into the appropriate level of nonfiction interactive readers.


  • iLit20 makes it easy for district and school leaders and teachers to track student growth in reading skills. District, school, class, and student level reporting is available in easy-to-read graphs and visuals.
  • Throughout the program, students see their total words, pages, and books read, and teachers watch reading levels increase instantly.

Explore the Research & Efficacy Behind iLit!

iLit Research Study

Independent research confirms that iLit significantly impacts student achievement!

Read the Research

Meet the iLit20 Authors

  • Elfrieda H. “Freddy” Hiebert, Ph.D.
  • Sharroky Hollie, Ph.D.
  • Jim Cummins, Ph.D.
  • Roger Bonair-Agard
  • Kelly Gallagher
  • William G. Brozo, Ph.D.
  • Sharon Vaughn, Ph.D.

Elfrieda H. “Freddy” Hiebert, Ph.D.

Freddy is President and CEO of TextProject, a nonprofit that provides resources to support higher reading levels. She was awarded the prestigious 2015 Oscar S. Causey Award for her outstanding contributions to reading research. Dr. Hiebert is a research associate at the University of California, Santa Cruz. She has worked in the field of early reading acquisition for 45 years, first as a teacher’s aide and teacher of primary-level students in California and subsequently as a teacher and researcher. Her research addresses how fluency, vocabulary, and knowledge can be fostered through appropriate texts.


Sharroky Hollie, Ph.D.

Sharroky has trained thousands of educators in the area of cultural responsiveness. He has been a classroom teacher, a professional development coordinator, and a school founder and administrator. Dr. Hollie is a professor in teacher education at California State University Dominguez Hills. He has been a visiting professor for Webster University in St. Louis and a guest lecturer at Stanford and UCLA. He is the author of Culturally and Linguistically Responsive Teaching and Learning 2e © 2017.


Jim Cummins, Ph.D.

Jim is a well-known second language educator and a major contributor to the research in the field of bilingual education. He is a professor emeritus at the Ontario Institute for Studies in Education, University of Toronto. Dr. Cummins focuses on literacy development in multilingual school contexts as well as on the potential roles of technology in promoting language and literacy development. The TESOL community credits Dr. Cummins with the concept of Basic Interpersonal Communication Skills (BICS) and Cognitive Language Proficiency (CALP).


Roger Bonair-Agard

Roger is an acclaimed poet, performance artist, and educator. He is an adjunct instructor of creative writing at Fordham University (NYC), a writer-in-residence with Vision Intro Art and a poet-in-residence with Young Chicago Authors. He also teaches poetry at the Cook County Temporary Juvenile Detention Facility in Chicago. Roger is a two-time National Poetry Slam champion. His collections include Bury My Clothes (2013), which was a long-list finalist for a National Book Award. Other poetry volumes include Where Brooklyn At? (2016), Gully (2010) and Tarnish and Masquerade (2006).


Kelly Gallagher

Kelly is one of the leading voices for reading, writing, and literacy education. He teaches at Magnolia High School in Anaheim, California and received the Award for Classroom Excellence from the California Association of Teachers of English. Kelly taught secondary literacy courses at California State University Fullerton and served as the president of the Secondary Reading Group of the International Reading Association. He is the acclaimed author of numerous books, including In the Best Interest of Students: Staying True to What Works in the ELA Classroom (2015), Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts (2011), Readicide: How Schools Are Killing Reading and What You Can Do About It (2009).


William G. Brozo, Ph.D.

William is an expert on literacy development for young adults, boys, and male youth. He is a professor of literacy in the Graduate School of Education at George Mason University in Fairfax, Virginia, and has taught language arts in junior and senior high school in the Carolinas. Dr. Brozo is a distinguished author of numerous books, including Engaging Boys in Active Literacy (2019), Disciplinary and Content Literacy for Today’s Adolescents 6e (2017), RTI and the Adolescent Reader (2011), and To Be a Boy, To Be a Reader: Engaging Teen and Preteen Boys in Active Literacy (2010).


Sharon Vaughn, Ph.D.

Sharon has published extensive research on literacy education, interventions, children with reading disabilities, and English learners. She is a professor in the College of Education at The University of Texas at Austin. Her publications include Teaching Students Who Are Exceptional, Diverse, and At Risk in the General Education Classroom (2018); Teaching Reading Comprehension to Students with Learning Difficulties (2015); Strategies for Teaching Students with Learning and Behavior Problems (2014); and Research-Based Method of Reading Instruction (2004).


School Stories

After years of stagnant or falling test scores, we had to find something to bring back that spark of learning and rekindle the love of reading. We feel iLit is the key to our success.


York City School District York, Pennsylvania

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