Remote Reading Fellows for Left-behind Children

During the 2025 project year, Handson Shanghai team conducted follow-up visits with teachers from schools where the project was implemented in previous years to track its ongoing execution within their institutions. This allowed us to clearly observe the positive shift in the school's approach to children's picture book reading education.

Previously, reading instruction was solely the responsibility of language arts teachers, who relied heavily on standardized lesson plans and focused on teaching prescribed knowledge within set boundaries. Now, with the diverse reading materials and audiovisual resources provided by our project, teachers across all subjects can independently design reading content based on their subject needs and personal interpretation of texts. This approach transforms reading and extended thinking into tools for guiding students' active thinking and expression, expanding the boundaries of their minds and knowledge.

Within project activities, teachers can flexibly utilize classroom and after-school time to design personalized reading interactions—such as classroom reading sessions, small-group thematic reading, and reading clubs—ensuring sustained student engagement.

The project's founding vision is to provide sustained, comprehensive support for children and educators, advancing equitable education across diverse communities and challenging circumstances. When children and teachers are empowered with greater autonomy, and reading truly centers children as protagonists, language reveals its most precious value.

We look forward to mobilizing and inspiring more people to care about and support this public welfare cause, joining us in our journey forward!