Zyanna Imani S.

For more than 10 years, I have worked in education as a reading and English language arts interventionist. Throughout my career, I have supported students as they strengthened foundational literacy skills, developed confidence, and worked toward their individual academic goals.

Those years taught me that when a student struggles, the problem is not always a lack of effort or ability. Sometimes, the student has not yet been reached through a method that connects with how that child learns.

That understanding became the foundation of ABZ Learning.

Long before virtual learning became widespread, I noticed that many traditional instructional activities were not engaging every student deeply enough.

Students who appeared hesitant, distracted, or uninterested during one type of lesson could respond very differently when the same skill was presented through a game, an interactive story, a meaningful challenge, or an activity that allowed them to make choices and experience progress.

These moments caused me to question how often a child’s struggle was being viewed only as a weakness within the student, rather than as a possible mismatch between the learner and the method being used.

Not every learning difficulty can be solved through a game, and engagement cannot replace strong instruction. But engagement can influence whether a student participates, persists, practices, and remains open to learning. It is part of the learning experience itself.

I believed students deserved more than being defined by the first instructional method that did not work for them.

When schools shifted rapidly to virtual learning in 2020, this need became even more visible. I created ABZ Learning during that period to explore how digital learning could be more interactive, inviting, and responsive to students.

What began as a response to virtual learning soon reflected something I had observed throughout my career: students do not all connect with learning in the same way, and one method should never become the final measure of a child’s potential.

ABZ Learning was also created to extend learning beyond the limits of the school day.

Many students do not have access to private tutoring, large collections of educational materials, or structured academic support outside school. Interactive online learning can offer another pathway to practice skills, revisit concepts, and continue learning at a time and pace that work for them.

The purpose is not to replace teachers. Technology cannot replace the knowledge, judgment, relationships, and care educators bring to their students.

The purpose is to give teachers more tools and give students more pathways into learning.

ABZ Learning develops interactive literacy games, digital stories, instructional activities, and educator tools designed to make meaningful learning practice more engaging and accessible.

The library addresses phonics, fluency, vocabulary, reading comprehension, written expression, spelling, and foundational language skills.

Each experience is designed around a central question:

ABZ Learning is built around the belief that rigor and enjoyment do not oppose each other. A learning experience can be joyful, imaginative, and highly engaging while remaining purposeful and academically meaningful.

My work has moved across literacy intervention, elementary education, school psychology, learning technology, and business strategy, but the purpose has remained consistent.

I want more students to experience learning as something they can understand, enjoy, and succeed in.

ABZ Learning grew from years of listening to students, observing where traditional approaches were not reaching them, and searching for more responsive ways to reconnect them with learning.

We are continuing to build, measure, evaluate, and improve our learning experiences with students and educators at the center of every decision.

When thoughtful technology, strong instruction, meaningful design, and human connection work together, more students can find a pathway into learning.