University of Florida Partners with Kibeam Learning™ to Distribute 50,000 Reading Wands to Young Readers

Magic wands make reading more fun, right?

For children in first and second grade, they certainly do. To boost literacy for students in this age group, the University of Florida’s Lastinger Center for Learning has teamed up with Kibeam Learning™ to distribute 50,000 more Kibeam Wands™ to young readers. This milestone is a continuation of an effort that began in December with 9,500 wands. These small, handheld devices feature colorful lights, motion sensors, and friendly speaking voices that guide children through reading and activities.

This is all part of New Worlds Reading – a state-funded literacy program administered by the Lastinger Center in partnership with the Florida Department of Education and Scholastic, designed for eligible Voluntary Pre-Kindergarten through fifth-grade students. The wands will be sent to first- and second-grade students currently enrolled in the New Worlds Reading Initiative, starting at the end of September, and all nine of the books students receive will be “Kibeamable.”

“We are thrilled to witness the spark of excitement in children as they discover the joy of reading with our multimodal Kibeam wand—whether independently or with a loved one by their side. Empowering kids to become confident, proficient readers by the third grade is not just a goal; it’s a fundamental step toward their lifelong success. Our entire team is passionately committed to making this vision a reality,” shared Kibeam Learning’s founder and CEO, Jim Marggraff.

Families of children who receive wands may participate in a research study to share their experiences about the program, which will help the UF team learn how Kibeam Wands™ are benefiting Florida students and families.

“We are excited to continue our partnership with Kibeam,” said Shaunté Duggins, Ph.D., the Director of State Initiatives at the Lastinger Center. “Data collected from families will help us understand the potential benefits of leveraging this type of technology to scaffold striving readers’ engagement with text and to expand the use of evidence-based practices during family reading time.”