COMMON MAPS
Map version new-york activity top-down
Main site Contact
Menu
↑ parent activity group ·
research dossier

READING TEAM INC
NEW YORK, NY · EIN 134125884 · Form 990 · FY2024 · NTEE P30 · Human Services · Small ($100K-$1M) · readingteam.org
revenue
$704K
expenses
$878K
net assets
$207K
employees
42
volunteers
10
program ratio
79%
mission · from form 990

THE READING TEAM RUNS TWO EARLY LITERACY PROGRAMS: (1) PRESCHOOL - 2X/WEEK (2-HRS/SESSION) TEACHERS INSTRUCT 3 AND 4 YEAR OLD CHILDREN ON PHONEMIC AWARENESS, LETTER RECOGNITION, AND SOUND MANIPULATION. (2) AFTER-SCHOOL - 5X/WEEK (2.5-HRS/SESSION) TEACHERS INSTRUCT CHILDREN IN GRADES K-5 ON PHONEMIC AWARENESS, READING COMPREHENSION, LITERARY DEVICES, AND WRITING.

profile · synthesized from sources

The Reading Team Inc is a New York City-based nonprofit that provides early literacy programs for children from preschool through fifth grade. It offers structured, phonics-based instruction in small groups and one-on-one settings, focusing on foundational reading skills, comprehension, and writing. The organization serves children in underserved communities, many of whom lack access to books at home, and integrates parent engagement, enrichment activities, and evidence-based teaching methods to support long-term academic success.

named programs · 6 · from sources

What they call their work

After-School Literacy Program
Five-day-per-week, 2.5-hour program for K–5 students emphasizing reading comprehension, literary devices, writing, vocabulary, and critical thinking, using a structured phonics-based curriculum
Book Distribution Program
Provides students with 10–20 free books annually and access to a library of thousands of titles to promote independent reading and home literacy environments
Enrichment Activities
Includes art, creative dramatics, physical activity, math tutoring, and field trips (e.g., to the Jackie Robinson Museum) that reinforce literacy skills and broaden students’ horizons
One-on-One Instruction
Targeted support with a Reading Specialist for students struggling in group settings, designed to build academic skills, confidence, and self-discipline before reintegration into small groups
Parent Support Programs
Regular parent conversations and workshops to share student progress and equip families with strategies to support literacy development at home
Preschool Literacy Program
Twice-weekly, two-hour sessions for 3- and 4-year-olds focusing on phonemic awareness, letter recognition, sound manipulation, and reading readiness through small-group instruction and interactive activities
activities · 6 groups

What they do

  • Early Childhood Education & Development Programs 1 activity
    • Deliver early literacy instruction through a preschool program
      Provides twice-weekly, two-hour early literacy instruction to 3- and 4-year-old children in Harlem through a free Preschool Program implemented in nine neighborhood childcare centers and Head Start programs. Focuses on phonemic awareness, letter recognition, and sound manipulation using evidence-based methods.
  • Children's Book Distribution Programs 1 activity
    • Distribute books and promote independent reading
      Operates a Book Distribution Program that allows enrolled children to select 10 to 20 free books annually to build home libraries and encourage independent reading. Maintains a library of several thousand children’s books available for student borrowing during the school year.
  • After-School Academic and Enrichment Programs 1 activity
    • Operate an after-school literacy program for K–5 students
      Runs a free After-School Program delivering approximately 450 hours of literacy instruction per student annually to more than 300 children in Grades K–5 across Harlem and the South Bronx. Offers small-group and one-on-one instruction in reading, writing, listening, and speaking, with sessions five times weekly for 2.5 hours, including homework help and enrichment activities.
  • Family-School Engagement Programs 1 activity
    • Provide parent education and engagement in literacy development
      Offers Parent Conversations led by Literacy Coaches and the Program Director to update families on student progress and share best practices for supporting literacy at home. Also provides curated lists of free online educational resources for parents and students in Grades K–5.
  • Teacher Professional Development 1 activity
    • Train literacy coaches in evidence-based instruction
      Provides at least 20 hours of annual training for Literacy Coaches in evidence-based literacy instruction methods to ensure high-quality, individualized teaching aligned with developmental needs and learning styles.
  • Uncategorized 2 activities
    • Support academic enrichment and real-world learning experiences
      Enhances literacy learning through enrichment activities such as annual excursions (e.g., visits to the Jackie Robinson Museum) and culminating academic projects, including fifth-grade Shakespearean soliloquies, to deepen engagement and application of skills.
    • Use adaptive learning technology to support literacy development
      Integrates computer-adaptive learning platforms into instruction: Khan Academy Kids is used for approximately 20% of class time with students in Grades K–2, and IXL is used to strengthen reading comprehension for students in Grades 3–5. Progress is monitored using Star Assessments.
financials · form 990 · fy2024
revenue
Total revenue$704K
Contributions & grants$661K94%
Program service revenue$00%
Investment income$21K3%
Other revenue$23K
expenses
Total expenses$878K
Program expenses79%
Admin / overhead11%
Fundraising10%
Salaries & benefits$566K
Grants paid out$0
Largest expense lineCompensation
balance sheet
Total assets$417K
Cash$175K
Investments$225K
Liabilities$210K
Net assets$207K
Liquid reserves5.5 mo
4 years on record · 2020–2024 · YoY revenue +16.8%
leadership · form 990 part vii · fy2024

Who runs it

paid leadership · 1
NameTitleHours/wkCompensation
CHARON DARRIS EXECUTIVE DI 40 $160K
board members · 15
  • ANDREW SANG — DIRECTOR
  • ANDREW WHITEHOUSE — TREASURER
  • CAROLYN ELLIS — CHAIR
  • EILEEN JUDELL — DIRECTOR
  • ELIZABETH WILKINS EVERETT — DIRECTOR
  • EVELYN J HALPERT — VICE PRESIDE
  • FUNKE AKINOLA — DIRECTOR
  • HELEN PENNOYER — DIRECTOR
  • JUDITH DOBRZYNSKI — DIRECTOR
  • LANDON WICKHAM — DIRECTOR
  • MEGAN SEIBOLDT — DIRECTOR
  • MERLINA MANOCARAN — DIRECTOR
  • RACHEL S LERNER — SECRETARY
  • SEAN SMITH — DIRECTOR
  • TYLER R LEWIS — DIRECTOR
relationships · 15

Who they work with

  • Bertrand Brown Government — District 5 Superintendent who encouraged the founder to start the organization
  • Buffalo State University Partner — Student graduated from this institution after participating in Reading Team programs.
  • City College Partner — Student currently attends this institution after participating in Reading Team programs.
  • Columbia University Partner — Provides volunteers who support math literacy instruction in the After-School Program once a week.
  • Columbia University Partner — Volunteer tutors from Columbia University support math instruction in enrichment activities.
  • Harlem Village Academies High School Partner — Student attended and graduated from this school after participating in Reading Team programs.
  • IXL Partner — Uses IXL as a computer-adaptive learning program for students in Grades 3–5.
  • Jackie Robinson Museum Partner — Hosts student excursions as part of the enrichment program to connect literacy with real-world experiences.
  • Khan Academy Kids Partner — Uses Khan Academy Kids as a computer-adaptive learning program for students in Grades K-2.
  • NYC Public Schools Partner — Literacy programs are implemented in collaboration with NYC Public Schools, given board member experience and program focus in the city.
  • New York City Department of Education Government — Aligns After-School Program schedule with school calendar of the New York City Department of Education.
  • New York Public Library Partner — Collaborates to provide access to free ebooks, audiobooks, and educational databases through the SimplyE and Libby apps.
  • New York State Education Department Government — Administers the NYS ELA exam used to assess student performance in public schools.
  • State University of New York at New Paltz Partner — Student currently attends this institution after participating in Reading Team programs.
  • University of Maryland Partner — Partnership involved in hosting the International Children’s Digital Library with access to over 4,000 children’s books in multiple languages.
strategies · 4

How they approach the work

Named approaches extracted from this org’s sources. Where others share an approach, follow it to see the full set of orgs running it.

  • Early Intervention to Prevent Academic Disengagement
    methodology: early_intervention
    By intervening early with structured literacy instruction, we prevent academic struggles from eroding children's enthusiasm for learning because addressing skill gaps before they compound maintains motivation and long-term engagement.
  • Equity-Focused Literacy to Address Systemic Gaps
    methodology: equity_focused_intervention
    By targeting literacy instruction to close reading gaps among historically underserved children in Harlem, we counteract systemic inequities in early education because focused, culturally responsive intervention produces more equitable outcomes.
  • Science-of-Reading Instructional Model
    methodology: science_of_reading
    By using a phonics-based, structured approach grounded in the science of reading — including the five pillars of reading and Orton-Gillingham principles — we build foundational literacy skills because multisensory, systematic instruction is most effective for early learners, especially those at risk or facing systemic inequities.
  • Trauma-Informed, Social-Emotional Integration in Literacy Teaching
    methodology: trauma_informed_teaching
    By integrating social-emotional learning and trauma-informed practices into literacy instruction, we support student resilience and engagement because emotional safety and regulation are prerequisites for cognitive learning and academic risk-taking.