C2C Read is a concept and proposal born of observations about the connection between early childhood literacy and its role in success later in life. This project seeks to alleviate two increasingly significant problems plaguing the United States public school system—classroom overpopulation and low literacy rates among young learners.
Essential tutoring services are out of reach for many young learners due to time and monetary constraints.
C2C Read is a free learning system that connects elementary-aged students with twelfth-grade learning partners based on need, merit, and performance within their respective schools. Students are immersed in an engaging learning environment that provides supplemental learning aids to traditional classrooms during school hours via playful imagery, standard technology, and human connection.
C2C Read is an online platform, application, and printed learning system that utilizes phonics methods, rapport-building techniques, and built-in achievement systems to promote intrinsic motivation within students. Each element interacts seamlessly, forming a cohesive kit that teaches reading skills via phonemic awareness. The purpose of this program reaches beyond literacy education—C2C Read aims to provide students with building blocks for the future and the potential to break cycles of poverty.
Thesis Presentation
Due to COVID-19 and the resulting closure of school facilities, C2C Read was not shown in a formal gallery setting but was presented via Zoom. The following is the digital presentation I compiled to display and explain the components, research, and project process.
Project Overview
The name C2C Read comes from the mechanics of the program—classroom-to-classroom. I used handwritten letters and a limited color palette to tie design aspects together.
branding
C2C Read logo and North American wildlife mascots
C2C Read logo variations
concept overview
C2C Read uses school-based mentorship to pair Elementary-aged mentees with high-achieving high school mentors.
The mentors and mentees are chosen to participate by their teachers or faculty at their respective schools. The mentor and mentee participate in a mutually beneficial relationship throughout the program. The mentor can use their time in the program for future scholarship applications or to add to their resumés, and the mentees experience positive educational interaction with a role model.
learning kit
In addition to the virtual classroom, students and mentors receive phonics-based workbooks, totes, and a set of pins that act as a reward system.
Sequential workbooks include characters traveling in different regions of the USA. Books utilize scaffolding to introduce phonics rules and reading techniques. Students progress through the series by completing lessons within the workbooks before each virtual meeting with their mentor.
C2C Read pins
As students make progress in the workbook series, they obtain pins that denote the levels they’ve completed. Pins act as an outward-facing indicator of achievement.
C2C Read totes
The totes I designed are to be used to carry C2C workbooks as well as to display the pins earned by mentors or mentees each time a workbook is completed. The outside of the tote features the numbers one through five, which act as a display space for the pins earned.
Process Images
