Learning outcomes in rural India remain low, with only around half of eleven-year-olds able to read sentences. One common concern is that curricula remain too ambitious, moving onto advanced texts before many children have learned basic literacy skills. In the current project, we aim to assess the impact of community-based reading interventions that group and teach children according to the current state of their reading skills, rather than where they ostensibly ’should’ be. In addition, we will ask whether involving schoolteachers in these interventions can provide further benefits by filtering such practices into the classroom.