HOUSTON – Inside a classroom at Black Elementary, the air is steady with the sound of students reading out loud. Some follow English passages. Others work through Spanish.
Each child moves at a different pace, but they all share the same companion on their screen. The district is using a program called Amira, an AI reading tool that listens as students speak and gives immediate feedback.
Aldine ISD says the goal is to help children gain confidence in both languages while keeping their teacher fully involved. Suppose they read something incorrectly, not fluently, or misread a word. In that case,
The lesson began with small groups. One group met with the teacher while the rest worked with Amira. The tool listens closely during every reading session. When a child misreads a word or pauses during a tricky sound, the program offers a short correction or a quick skill lesson right away. Students follow prompts, repeat sounds, and return to the text.
“Every student is working with Amira as their personal tutor. Suppose they read something incorrectly, not fluently, or misread a word. In that case, Amira will tell them and give them a lesson to address that,” said Faviola Cantu, Chief Academic Officer for Aldine ISD.
Cantu says the tool helps classroom teachers reach more students without losing the human connection. The teacher sets the tone for the lesson, explains the concept of the day, and checks on individual needs. Amira steps in to guide each student one at a time while the teacher works with smaller groups in the room.
Aldine ISD is a biliteracy district. Students learn reading and writing in both English and Spanish across elementary grade levels. The district says teaching both languages honors what many students speak at home while also opening opportunities for all children to communicate comfortably in more than one language.
“We teach reading in both English and Spanish. Students use Amira every single week to improve skills in both languages. They continue to become literate in reading, writing, and speaking in both languages. Amira supports that goal,” Cantu said.
The district began with a small pilot. After seeing strong gains and positive feedback from teachers and families, Aldine expanded the program to every first through fifth-grade classroom.
Teacher Ms. Olivares showed us how she uses the tool’s data. Each child logs in and reads at their own level. The system tracks their accuracy, pacing, fluency, and the type of mistakes they make. The teacher sees that information in real time on her dashboard.
“It gives me tools to see where I need to work with each kid. I can push my higher kids to go into the next level. It is not better than me. It gives me a tool,” she said.
If several students struggle with the same pattern, she brings them together the next morning and teaches that specific skill. She says this keeps students from feeling singled out while allowing them to get the support they need.
Kids who hesitate to read out loud feel less pressure when they practice with the program. As they gain confidence, teachers say they begin speaking up more during class discussions.
Ten-year-oldwho student Mia Vallejo sat with us and shared why the program matters to her. She uses it to practice both languages, but her motivation comes from home.
“It’s my fluency, and I have a grandma whoIt’s is in my house, and she talks Spanish,” Mia said. “Sometimes I do not understand it, so she is teaching me how to learn it.”
When she struggles with a word or sound, she says the program encourages her to try again.
“What I like about Amira is that she is helping with our fluency. If we get something wrong, she is going to correct it so we learn it,” she said.
Mia hopes to work with animals in the future. She says speaking both languages will help her talk with families who visit the clinic.
District leaders say parents have used the program at home to follow their child’s progress. Families see which skills their child is practicing, which areas need more support, and how their reading improves over time.
“Our parents are really excited about the program because they can work with their students at home. Parents can see their child’s progress,” Cantu said.
Aldine leaders say they have not received negative feedback from parents. Instead, the district hears curiosity and interest as more families learn how the tool works.
Aldine ISD saw one of the strongest reading gains in the region on the latest state assessment. Cantu says the growth reflects strong instruction and the added support from new tools that help students practice in a focused way.
One message the district stresses is that the tool does not replace teachers.
“Artificial intelligence will not ever replace our teacher. It enhances the work of a really great teacher in a classroom,” Cantu said.
Aldine ISD plans to keep monitoring the results and adjusting lessons based on what teachers see throughout the year. The district says it will continue using the program in both languages as students move through the grade levels.