Arts, Culture, and Humanities


Share the Love and Joy of Reading Aloud

aka Read To Me International

Honolulu, HI


Our goal is that every child be read to every day. The simple act of reading to children lays the foundation for their educational success.

Ruling Year


Principal Officer

Lynne Waihee

Main Address

126 Queen Street, Suite 303

Honolulu, HI 96813 USA


Early Learning, Education, Families





Cause Area (NTEE Code)

Arts, Cultural Organizations - Multipurpose (A20)

IRS Filing Requirement

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Programs + Results

What we aim to solve

Many children today experience an array of challenges including disrupted family life, financial instability, poor academic performance, aggression, trauma over the loss of connection, and potential foster home placement. The experience is especially devastating for children living in disadvantaged communities. Family-strengthening activities are critical to build the relationship between parent and child. To counteract negative outcomes, it’s important for both child and caregiver to receive a system of ongoing supports.

Our programs

What are the organization's current programs, how do they measure success, and who do the programs serve?

SOURCE: Self-reported by organization

Haku Mo'oleo


Where we work

Charting Impact

Five powerful questions that require reflection about what really matters - results.

SOURCE: Self-reported by organization

What is the organization aiming to accomplish?

What are the organization's key strategies for making this happen?

What are the organization's capabilities for doing this?

How will they know if they are making progress?

What have they accomplished so far and what's next?

Read To Me International’s (RTMI) mission is: To share the love and joy of reading aloud to children. Our goal is that every child will be read to every day. Reading provides the foundation for a great education as well as a lifelong skill that brings not only knowledge, but pleasure. Research on reading and learning to read shows that there are things that can be done at home from an early age that help children become successful as readers. However, parents must be equipped to support their children to become successful readers. Our programs build parents’ skills, influences behavior changes, increases knowledge, provides parents with group support throughout the program, and equips parents with resources, which in turn boost their confidence in how to read to their children. This increased confidence allows parents to better support their children to become more successful readers.

To achieve our mission, we have implemented the following programs: Parent Programs ● A six-week Parent Coaching Program, RTM10 (read to me 10 minutes a day), is offered in under-resourced communities where adults learn the skills and develop the confidence to read aloud daily to their children. Also, the graduates of the program participate in alumni activities designed to keep them engaged in their child’s education. This program now has over 100 graduates. (Note: Children spend 900 hours in school and 7800 in the home, annually. This program promotes “parents as first teachers.”) ● Haku Mo‘olelo is the focus of this application; this program began in 2016 with 57 published books. ● Other prison projects: This year 56 inmates at Waiawa and 42 inmates on Kaua’i have recorded stories and sent the tapes home to their children. School Presentations School presentations involve reading directly to the children in the classroom. They also serve as professional development for staff at various schools. Last year, more than twenty-three hundred (2300) individuals learned about the benefits of reading aloud and listened to stories told using best-practice, “read-aloud” techniques. Events • Host annual national-quality conferences open to parents, educators, caregivers. Topics include strategies to improve reading instruction and guided oral reading. • Attend or plan community events to promote reading.

The entire RTMI staff is committed and well-trained to deploy and onboard programs and staff, respectively. Staff possesses experience, leadership skills, and abilities necessary to effectively operate the program and support its participants. Through relationship building and partnering with other service providers, RTMI also has a cadre of volunteers who readily assist at programs and events.

HAKU MO‘OLELO (To “Compose Stories”) Books are recorded by inmates and sent home to families Publish inmates’ original stories to read aloud to their children, and mail the book and recorded CD home READERS RALLIES Families attend Readers Rallies Books of their own choosing are given to children at the rally READ, REVIVE, RESTORE Incarcerated parents are recordes reading aloud a child’s storybook and both the book and audio recording are sent to their children RTM10 (“READ TO ME 10 MINUTES A DAY”) Participants enroll in parent-coaching sessions Data collected measures parents and children's progress using baseline data Alumni attend post-RTM10 program opportunities READ TO ME LITERACY CONFERENCE Participants evaluate the conference Preschool and elementary teachers, librarians, parents and other nonprofit providers attend the conference

HAKU MO‘OLELO (To “Compose Stories”) A parent-coaching curriculum designed for residents of the Women’s Community Correctional Center (WCCC). Participants write, illustrate, and record their own children’s storybooks, which are sent home to their children along with the audio recording. • Over 60 books published • 100% of participants agree or strongly agree that they learned more ways to engage their children in reading through the program READERS RALLIES A program for formerly homeless families living at Kahauiki Village, an affordable plantation-style community. All residents are invited to quarterly readers rallies, which combine read aloud activities with musical entertainment. • 30 families attended Readers Rallies • 120 books were given to children, who chose their own books at the rally READ, REVIVE, RESTORE A session for residents of State community correctional facilities to read and audio-record age-appropriate books for their children. Incarcerated parents record reading aloud a child’s storybook and send both the book and audio recording to their children. • 375 books and recordings were sent home to children from incarcerated family members • 90% of Maui Community Correctional Center program participants plan to read aloud more because of the program RTM10 (“READ TO ME 10 MINUTES A DAY”) A weekly comprehensive parent-coaching program offered to families in Nānākuli and Wai‘anae. Coaches provide parents with reading strategies and resources to practice in class, then apply it with their children at home and school. • 100% of participants report having more confidence when reading aloud to their children • 100% of participants read to their children at least three times a week and incorporated new read aloud tips learned in class READ TO ME LITERACY CONFERENCE An annual, national-quality conference providing educators, parents, and caregivers with read-aloud strategies and resources to nurture and grow children’s love of reading. • 95% of conferee survey respondents identified a strategy, technique, tool, or resource they will use with children related to an area of reading instruction or guided oral reading • 100% of participants reported that the conference met their professional development needs

External Reviews



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The people, governance practices, and partners that make the organization tick.

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Board Leadership Practices

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section, which enables organizations and donors to transparently share information about essential board leadership practices.

SOURCE: Self-reported by organization


Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations?



Has the board conducted a formal, written assessment of the chief executive within the past year?



Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year?



Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?



Has the board conducted a formal, written self-assessment of its performance within the past three years?