Science of Reading: The Podcast

In this special episode of Science of Reading: The Podcast, Susan Lambert is joined by Assistant Professor of Literacy and Coordinator of Reading Science Programs at Marian University Karen Betz, Ed.D., to discuss a key topic in the Science of Reading movement: higher education. Betz describes how we can better prepare new teachers to provide evidence-based instruction, and her tool to help teachers in higher education assess whether their courses align to reading research. Betz also offers advice for current practitioners on how they can support change at the university level.Show notes:Connect with Karen Betz:Connect via Facebook: Klipsch CollegeResourcesWebsite: Marian University's M.S. in reading scienceWebsite: Higher Education Community of Practice for Professors of LiteracyDownload: Course Alignment Planning ToolThe Center for Reading Science: Implementing the Science of Reading in Higher EducationThe Reading League Compass: Educator Preparation Programs Map: The Reading League Compass: Policymakers and State Education AgenciesRead: Teaching Reading SourcebookRead: Essentials of Assessing, Preventing, and Overcoming Reading DifficultiesWebsite: Stronger Together: The Alliance for Reading Science in Higher EducationListen: What I should have learned in college, with Donna HejtmanekJoin our community Facebook Group: www.facebook.com/groups/scienceofreadingConnect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/Quotes:“Don't be afraid to say ‘I don't know.' I think people respect that, that you say, ‘I just don't know' and ‘how can you help me learn more?'”—Karen Betz, Ed.D.And it ultimately always is going to come down to the children, and we can never lose sight of that. It's about the kids.” —Karen Betz, Ed.D.Episode timestamps*02:00 Introduction: Who is Karen Betz07:00 First lightbulb moment09:00 Why is higher education teacher education a hot topic right now?12:00 Relationship between schools and universities14:00 Partnering with reading science aligned grade schools17:00 Legislation for teacher development20:00 Collaboration between universities23:00 Professional development for higher education25:00 Creating a tool to help higher education teachers32:00 Key takeaways for Dr. Karen Betz35:00 Final thoughts*Timestamps are approximate, rounded to nearest minute

In this special episode of Science of Reading: The Podcast, Susan Lambert is joined by Claude Goldenberg, Ph.D., professor of education at Stanford University, to answer questions from our listener mailbag. Together they address a wide range of topics facing today's educators, such as what to do when your school implements conflicting materials, how to support students that are two or three grades levels behind, best practices for teaching multilingual learners, and more!Show notes: Connect with Claude Goldenberg:Substack: https://claudegoldenberg.substack.com/ ResourcesLiteracy Foundations for English Learners, A Comprehensive Guide to Evidence-Based Instruction by Elsa Cárdenas-Hagan, Ed.D.Join our community Facebook Group: www.facebook.com/groups/scienceofreadingConnect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/Have a burning question? Submit at amplify.com/sormailbagQuotes:“Incrementalism is just not going to serve our purpose unless you want to keep things as they are. And I hate to say this, Susan…some people wouldn't mind leaving things as they are. And we can't do that, and we can't do it incrementally. We've got to really move, like last year.” —Claude Goldenberg“You've got to understand how [two programs] fit together and what the purpose is. Giving teachers materials that are literally incoherent and don't fit with each other is not the answer.” —Claude Goldenberg“We need to have a system ... using the best knowledge that we have systematically throughout the state, throughout the country, with systems that pick up kids who are at risk and don't let them fail.” —Claude GoldenbergEpisode timestamps*02:00 The latest from Claude Goldenberg 04:00 Literacy and the urgency of now7:00 Question 1: What about the pendulum swing?15:00 Question 2: What to do when your school implements conflicting materials?21:00 Question 3: Why are running records and leveled texts discouraged?22:00 Decoding v.s. Word recognition29:00 Question 4: How do we support kids that are two or three grade levels behind?30:00 Dyslexia and the importance of universal screening35:00 Question 5: How would you increase reading proficiency in a school in which nearly every student is a multilingual learner?45:00 Question 6: How do you apply the science of reading to an ELL student in middle school that doesn't yet know the language?48:00 Question 7: Is it best practice for bilingual students who are being taught to decode and encode in English and Spanish to be screened in English and Spanish?*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Young-Suk Grace Kim, a professor at University of California at Irvine's School of Education. Dr. Kim begins by defining a theoretical model, outlining its value to teachers as it pertains to literacy instruction. She describes her own interactive dynamic literacy (IDL) model, which seeks to more fully explain reading and writing connections. Dr. Kim emphasizes how reading and writing function as a powerful and closely related system, and examines how this system interacts with developmental phases, linguistic grain size, and reading and writing difficulties, including dyslexia. After navigating the complexities of this conversation, Susan ends the episode by sharing her unique insights and takeaways from her time with Dr. Kim.Show notes:Connect with Young-Suk Grace Kim:X: @YoungSukKim19ResourcesRead: Enhancing Reading and Writing Skills through Systematically Integrated InstructionRead: Reading and Writing Relations Are Not Uniform: They Differ by the Linguistic Grain Size, Developmental Phase, and MeasurementJoin our community Facebook Group: www.facebook.com/groups/scienceofreadingConnect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/Want to hear more of Dr. Kim? Join us for our upcoming Spring Science of Reading Summit where she'll be giving the keynote address on the relationship between reading, writing, and language. Save your spot: amplify.com/springsorsummitQuotes:“Lower order skills are necessary for higher order skills; that means skills and knowledge have a series of causal effects. So if you flip it the other way, any challenges or weaknesses in lower order skills, it's going to have a series of impacts on higher order skills.” —Young-Suk Grace Kim, Ed.D.“Theory is an explanation about how things work. …It's a structured framework, a mental framework, that helps us explain, and predict, and understand phenomena.” —Young-Suk Grace Kim, Ed.D.“If an educator goes to a professional development and learns about something like phoneme awareness…but you don't have a framework in which to attach it, you can sort of go down a rabbit trail on one thing instead of thinking about how it relates to the whole.” —Susan LambertEpisode timestamps*03:00 Introduction: Who is Young-Suk Grace Kim?05:00: Defining a theoretical model07:00 Origins of Young-Suk's model08:00 Interactive Dynamic Literacy Model Overview14:00 Why interactive and why dynamic15:00 Hierarchical relations between low order skills and high order skills18:00 Breaking down “Interactive”19:00 Young-Suk's ideal classroom20:00 Breaking down “Dynamic”21:00 Linguistic grain size22:00 Why linguistic grain size matters for teachers26:00 Why word reading and spelling are more strongly related than reading comprehension and writing composition29:00 Dynamic relationship of developmental phases30:00 Measuring reading and writing33:00 Interactive Dynamic Literacy Model summarized35:00 Understanding reading and writing difficulty, including dyslexia42:00 Dr. Kim's Final Thoughts44:00 Susan's takeaways from the conversation*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Adrea Truckenmiller, Ph.D., associate professor of special education and school psychology at Michigan State University. Their conversation starts with defining academic language and breaking it down on the level of the word, the sentence, and full text. Adrea then touches on topics such as informational vs. narrative text structure, morphological complexity, and effective writing assessment. She also gives advice on how to implement explicit instruction on informational text and academic language, and details a few examples of what it can look like in the classroom. Adrea ends by discussing her passion for special education and encouraging educators to get involved.Show notes:ResourcesRead: “Academic language use in middle school informational writing”Read: “Academic language and the challenge of reading for learning about science”Read: “Writing to read: Parallel and independent contributions of writing research to the Science of Reading”Read: “What is important to measure in sentence-level language comprehension?Read: Making the Writing Process Work: Strategies for Composition and Self-RegulationJoin our Facebook community group: www.facebook.com/groups/scienceofreading.Connect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/.Quotes:“ Academic language is really a new language for everyone to learn.” —Adrea Truckenmiller, Ph.D."When we're thinking about teaching academic vocabulary, it's not just one time around. Sometimes we have to layer that instruction for deeper and deeper and deeper meaning.” —Susan LambertEpisode timestamps*02:00 Introduction: Who is Adrea Truckenmiller?07:00 Defining academic language11:00 Differences in academic language at different levels: word, sentence, text.12:00 Word level: morphological complexity17:00 Sentence level18:00 Connectives21:00 Text level: Informational text structure vs narrative text structure24:00 Reading research for middle schoolers26:00 Writing assessment structure for middle school32:00 What does this type of instruction look like in the classroom?34:00 Importance of grades 4 & 5 to the development of informational reading and writing skills35:00 Advice for teachers on teaching information reading and writing39:00 Get involved in special education*Timestamps are approximate

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Judith Hochman, Ed.D., co-author of “The Writing Revolution.” Their conversation begins as Dr. Hochman recalls the early days of writing instruction and research, then delves into the connection between better writing and better reading. Dr. Hochman touches upon topics such as writing comprehension, her experience implementing writing instruction as a classroom teacher and as an administrator, and how the writing revolution came to be. She also answers a question from our listener mailbag, providing a detailed overview of the scope and sequence for transitioning student writing from sentence composition to paragraphs to whole texts.Show notesResourcesRead: The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades Website: The Writing RevolutionRead: “The Writing Revolution” in The Atlantic Join our community Facebook group: www.facebook.com/groups/scienceofreadingConnect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/Quotes:“I had an epiphany that our students really had to learn writing as a second language.” —Judith Hochman“Having students write a lot is not teaching writing. It's just like if you put a lot of books in a classroom, students don't magically begin to read.” —Judith Hochman“This is not learned by osmosis, and it's not learned by vague feedback like, ‘Make it better,' or, ‘Add more details.' You've got to be very granular. This is not a naturally occurring skill in human development for any of us.” —Judith HochmanEpisode timestamps*03:00 Introduction: Who is Judith Hochman?06:00 Time as an administrator09:00 Judith's early days of teaching writing11:00 Classroom activities for teaching students to write 12:00 Atlantic article and NYC high school case15:00 The writing revolution16:00 How kids learn to write based on the research20:00 Listener mailbag question21:00 Writing and comprehension27:00 Transitioning from writing sentences to writing paragraphs 34:00 Final thoughts*Timestamps are approximate

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Jane Ashby, professor in the Reading Science doctoral program at Mount St. Joseph University. They define the concept of “settled science” as a jumping-off point before digging into phonology and the argument for not always basing your teaching practice on the newest research. Dr. Ashby touches on the impact of phonology on comprehension, the Matthew Effect, and why the term “instant words” is more accurate than “sight words.” You'll walk away from this episode with two practical exercises Dr. Ashby recommends for teaching students to transfer oral segmenting and blending to reading and writing tasks.Show notesConnect with Jane Ashby: Mt. St. Joseph UniversityResourcesTeaching Phonemic Awareness in 2024: A Guide for EducatorsRead: Phonological recoding and self-teaching: sine qua non of reading acquisitionMore: The Four-Part Processing Model for Word RecognitionRead: Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy.Join our community Facebook Group: www.facebook.com/groups/scienceofreadingConnect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/Want to hear more of Dr. Ashby? Listen to the bonus episode! Quotes“To store a vocabulary word, it's not enough to have the meaning. You have to have the entry for it, and the entry for it is the sound form of the word.” —Jane Ashby“The greatest gift you can give a kid is letting them know that you see that they're special and that they have something unique that they bring to the world. But the second piece is really, can you help them become a confident, independent reader?” —Jane AshbyEpisode timestamps*2:00 Introduction: Who is Jane Ashby?6:00 Defining and contextualizing “settled science”13:00 Phonology as settled science17:00 Instant words vs sight words20:00 How phonology impacts comprehension26:00 Connection to the Matthew Effect31:00 Listener mailbag question: How do you suggest teachers teach students to transfer oral segmenting and blending to reading and writing tasks?37:00 Teaching phonemic awareness guide39:00 Research that should influence teacher practice41:00 The greatest gift you can give a child*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Tiffany Hogan, a professor at MGH Institute of Health Professions in Boston, who studies the connections among speech and language and literacy across time in children. Together, Susan and Dr. Hogan explore the complexities of language, the components that form language, and the significance of language for literacy. Dr. Hogan explains Developmental Language Disorder (DLD)—its characteristics, its prevalence, and the challenges in recognizing it. She emphasizes the importance of supporting children with DLD and the role of educators in making a difference long-term. She also provides listeners with effective strategies for supporting children with oral language deficits, offers insights into the relationship between background knowledge and language, and answers questions from our listener mailbag.Show notes: Connect with Tiffany HoganX: @tiffanyphoganFacebook: sailliteracylabInstagram: @seehearspeakpodcastPodcast: seehearspeakpodcast.comResourcesWebsite: DLDandMe.org Read: A Review of Screeners to Identify Risk of Developmental Language DisorderWebsite: Raising Awareness of Developmental Language DisorderListen: SeeHearSpeak podcast with Tiffany HoganPolicy Paper: If we don't look, we won't see: Measuring language development to inform literacy instructionListen: Focused implementation: Doing less to do more, with Doug Reeves, Ph.D.Join our community Facebook Group: www.facebook.com/groups/scienceofreadingConnect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/Listen to Beyond My Years: Building an education network to make change, starring A. Simone McQuaige.Quotes: “Neurodiversity means that we have lots of different ways to think, and we each come to the table with different brain structures” –Tiffany Hogan, Ph.D. ”Oral language difficulties are a crystal ball into reading comprehension” –Tiffany Hogan, Ph.D.“You, as an educator, can be the one that really makes a difference for that child. It only takes one person to make a huge difference in the life of a child” –Tiffany Hogan, Ph.D.Episode timestamps*02:00 Introduction: Who is Tiffany Hogan?04:00 Defining language05:00 Language development and its Impact on literacy10:00 Variability in language learning11:00 Developmental Language Disorder (DLD)18:00 Challenges in Identifying and Supporting DLD20:00 The Importance of Vision Screening21:00 Universal Screeners for DLD24:00 Listener mailbag: How can educators most effectively help students with oral language deficits in early childhood prepare and develop literacy?28:00 The Connection Between Language and Background Knowledge30:00 Understanding DLD and Its Challenges33:00 The Role of Speech Language Pathologists35:00 Final Thoughts*Timestamp

In this episode, Susan Lambert rejoins podcast alum Natalie Wexler to discuss Natalie's new book Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning. Listeners will gain insights into why this topic is important, what this book offers educators, why Natalie was so drawn to writing this book, and what cognitive science-informed teaching looks like in general. Natalie addresses how cognitive load theory works in practice with literacy, misconceptions about focusing only on phonics, and scaling science-informed instruction. Natalie also answers a question from the listener mailbag about encouraging colleagues to adopt an evidence-based approach.Show notes: Connect with Natalie Wexler:Website: nataliewexler.comPre-order Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning: https://ascd.org/books/beyond-the-science-of-reading?variant=125006Substack: Minding the Gap, by Natalie WexlerResources:Listen: Special: Why the Science of Reading isn't just about reading, with Natalie WexlerListen: Conversation with Make It Stick author Peter C. Brown Listen: Cognitive load theory: Four items at a time, with Greg AshmanSubstack: The Bell Ringer by Holly KorbeyJoin our community Facebook Group: www.facebook.com/groups/scienceofreadingConnect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/Listen to Illinois administrator Serena Klosa on Beyond My Years!Quotes: “We're overlooking the ways in which the typical approach to teaching reading comprehension and writing actually conflict with what cognitive science tells us about how people learn to do those things.” —Natalie Wexler“We spend much more time trying to teach…them to read, but we kind of expect them to just pick up writing. You know, for most kids, it does not happen.” —Natalie Wexler“No matter how good you are at making inferences, if you don't have the requisite background knowledge, you're not gonna be able to do it.” —Natalie Wexler“It doesn't work to just ask inexperienced writers to just write down stuff. That is not going to provide the cognitive benefits.” —Natalie WexlerEpisode timestamps*02:00 Introduction: Who is Natalie Wexler?04:00 Natalie's new book07:00 What is the science of learning?11:00 Connecting the science of learning to reading, writing, literacy14:00 Automaticity and cognitive load theory17:00 Transferable vs non-transferable skills22:00 Strategies to release cognitive load when learning new skills24:00 Learning to write, writing to learn.29:00 Bringing science informed teaching to scale32:00 What readers will take away from the book33:00 Mailbag question: How can one person get more colleagues to use an evidence-based approach?36:00 Final thoughts*Timestamps are approximate

Amplify's 2024 Science of Reading Star Award winners share insights from their daily work. They reflect on why it's so critical to stay grounded in evidence-based literacy practices and how they bring those practices into their schools and classrooms. Listeners will be inspired by the creative ideas of educators who are making a difference in the lives of students across the country. Winners honored in the episode in order of appearance are: Amber Hines, Vance County Schools, NC; Elizabeth Caton, Windber Area Elementary School, PA; Jamie Vannoy, Wirt County Primary Center, WV; Christine Michalik, Cicero School District 99, IL; Andrea Mason, County Line Elementary School, GA; A. Simone McQuaige, Prince George's County Public Schools, MD. Show notes:Apply for the 2025 Amplify Science of Reading Star AwardsLearn more about our 2024 Star Award winnersSubscribe to Beyond My YearsQuotes: “There is no, ‘Let's try this. Let's try that.' When it's evidence based, you know that it's proven to be effective.” —Amber Hines“It's important that we are aligning our practices to standards and what the students are required to do—but also what they need.” —Elizabeth Caton“If we don't make a conscious effort to utilize evidence-based practices, we are going to be failing our most at-risk populations.” —Jamie Vannoy“All students should have the opportunity for multiple readings of the same text to build comprehension, to build fluency.” —Christine Michalik“It's really important to utilize assessments, [to] make sure that my students are getting exactly what they need based on the data that I get from assessments, but also based on the data that I get from regular progress monitoring.” —Andrea Mason“This is not something that can be just done at the schoolhouse. It involves the community and all of our community stakeholders.” —A. Simone McQuaige

This week, we're highlighting an episode of Beyond My Years, our sibling podcast that gives you exclusive access to all the wisdom of veteran educators. Beyond My Years host, Ana Torres, learns from the best as she sits down with 2024 National Teacher of the Year Missy Testerman. Missy teaches Ana about being open to new ideas and perspectives, offers tips on building relationships with families, and discusses the importance of slowing down. Missy doesn't shy away from tough topics, like managing the “who knows best” struggles among administrators, teachers, and parents, and knowing when it's time to step away from teaching, In addition, Classroom Insider Eric Cross and Ana discuss understanding your community, being more flexible in presenting your lessons, and seeking mentorship and continuous growth. Show notes:Connect with Missy TestermanInstagram: @missytesterman2024ntoyLinkedIn: @missy-testermanX: @missytestermanSubscribe to Beyond My Years https://amplify.com/beyond-my-yearsFollow us on Instagram @amplify.education Connect with Eric Cross: https://www.ericcross.org/ Connect with Ana Torres: https://www.linkedin.com/in/anayansi-ana-torres-m-ed-26a10654/Quotes:“Find a mentor. Someone you trust. Listen to that person, watch that person, ask that person questions. You know, you don't have to figure this out on your own. People want to help you and you have to take that help. It's not a sign of weakness. It's a sign that you want to be better.” —Missy Testerman“I want them to be proud of where they came from, always, because that's part of their story. It's always going to be an important part of their story.” —Missy Testerman“I have no magic answers. I have some experiences and I have a little bit of wisdom from three decades of time spent in the education field, but I absolutely do not have it all figured out.” —Missy Testerman“The reality is that the journey toward wisdom in any career, especially in education, has to be slow and steady.” —Missy Testerman

Susan is joined by Ioulia Kovelman, Ph.D., professor in the Department of Psychology at the University of Michigan, to give educators the perspective of a developmental cognitive neuroscientist on literacy development. Starting with the basics of cognitive science versus brain science, Ioulia gives a comprehensive overview into how the brain changes as children learn to read, including differences seen in neurodiverse students and multilingual/English learners. Ioulia then answers a question from our listener mailbag on neuroscience and dyslexia and how current research can inform teaching strategies. Ioulia ends with a rallying message that scientists, teachers, and children cannot stand alone and need to find ways to connect with each other to strengthen literacy as a whole.Show notes:Submit your literacy questions for a chance to win!Website: Language & Literacy Lab Video: Language & Literacy Project at the University of MichiganListen: Our mini-series exploring how the Science of Reading serves MLs/ELsQuotes:“We are different learners. And these are really different learners. And by giving them literacy instruction, targeted literacy instruction, we are changing their brains. But that doesn't mean we're making them the same.” —Ioulia Kovelman, Ph.D.“We talked about languages being different. They're exercising slightly different muscles of your language system.” —Ioulia Kovelman, Ph.D.“Science is informed by teachers and children. We're all together. I do not teach children. Teachers don't usually do science. But we have to find ways of connecting with each other.” —Ioulia Kovelman, Ph.D. Episode timestamps* 02:00 Introduction: Who is Ioulia?06:00 Cognitive science vs brain science08:00 How the brain changes as children learn to read11:00 Following brain development for children that struggle with language development14:00 Physical differences in brain development between the average brain and a neurodiverse brain17:00 Mailbag question: Neuroscience and dyslexia20:00 How neuroscience informs teaching strategies for children with dyslexia25:00 Monolingual vs multilingual brains33:00 Language literacy lab38:00 Connecting research to classroom instruction41:00 Final thoughts*Timestamps are approximate, rounded to nearest minute

In this episode, Susan Lambert chats with ReadWorks Chief Academic Officer Susanne Nobles, Ph.D., to explore the organization's mission of making high-quality texts free and accessible to all. Together, they discuss ReadWorks' Article-A-Day program, which offers articles to build students' knowledge and vocabulary while supporting teachers with resources that promote topical coherence. Susanne shares insights into why text quality matters, including that kids know when text isn't worth their time and attention. She also details how ReadWorks ensures the quality of their materials, describes the Spanish-English texts they've introduced to support multilingual/English learners, and offers advice for listeners thinking about text quality and cohesion.Show notes:LinkedIn: https://www.linkedin.com/in/susannenobles/. ReadWorks Instagram: https://www.instagram.com/readworks/?hl=enQuotes:“I have a fear that too much decoding practice can become ‘Why am I reading?' We lose the ultimate point of why all of us read, which is to learn and to gain meaning.” —Susanne Nobles“Kids know when a text is worth their time.” —Susanne Nobles“We want to put a great book in a kid's hands and have them get excited about reading and therefore get good at reading. And it really goes the other way. And so it's once you build that ability to read, then that excitement comes with reading.” —Susanne NoblesEpisode timestamps02:00 Introduction: Who is Susanne Nobles?04:00 Overview of ReadWorks10:00 Article-A-Day Program12:00 Importance of Topical Coherence13:00 Why knowledge is important to reading16:00 Introduction to Decodables19:00 Text Quality and Evaluation24:00 Supporting Multilingual Learners29:00 Audio and Accessibility33:00 Final Thoughts and Conclusion*Timestamps are approximate, rounded to nearest minute

On this episode of the podcast, Lori Josephson joins Susan to talk about her new book Calling All Neurons! How Reading and Spelling Happen. Lori discusses her journey into literacy and how she saw the need for an accessible, digestible book about the brain science behind learning to read — one that would be enjoyable for adults and students alike. Lori explains what a neuron is and shows how understanding neural networks is essential to understanding learning to read. She also delves into the importance of getting everyone in a student's life involved in their literacy development. Lori and Susan also answer some listener-submitted questions, prompting discussions on how to help older elementary students who lack foundational skills and advice for educators who work with students with significant cognitive disabilities. Show notes:Submit your literacy questions for a chance to win!Book: Calling All Neurons! How Reading and Spelling HappenConnect with Lori:Website: lorijosephson.comLinkedIn   https://www.linkedin.com/in/lori-josephson-21976311/X: @lorijosephson2Instagram: @calling_all_neuronsRead: Towards a dynamic, comprehensive conceptualization of dyslexiaDr. Nancy Young's Ladder of ReadingWatch: Lori Josephson on the Facebook group Science of Reading—What I Should Have Learned in College Quotes: “I firmly believe that no matter how old you are, you still need to learn the same information.” —Lori Josephson“In my mind, I use this equation. Knowledge equals motivation, equals active learning, equals resilience, equals success.” —Lori Josephson“Creating a literate brain is a team sport. Everyone needs to be involved. The parents, caregivers, teachers—they need to be engaged in an interactive way.” —Lori Josephson“Literacy is a civil right. It's also a gift. It's an opportunity to share thoughts, feelings with others that can be revisited and saved.” —Lori JosephsonTimestamps 02:00 Introduction: Lori Josephson and her Journey into Literacy05:00 The Motivation Behind 'Calling All Neurons'08:00 Understanding Neurons and Neural Networks15:00 The Reciprocal Process of Reading and Spelling20:00 The Influence of the Cerebellum in Reading21:00 Unique Aspects of the Book25:00 Addressing Foundational Skills in Older Students30:00 Supporting Students with Cognitive Disabilities31:00 The Importance of Literacy and Empathy33:00 Final Thoughts*Timestamps are approximate, rounded to nearest minute

In this episode Susan Lambert is joined by Hugh Catts, Ph.D., professor at Florida State University, to break down what comprehension is and bust some myths around what it isn't. With a family history of dyslexia, he has a personal connection to the topic that led him into research in language sciences and language disorders. He discusses how his findings moved him away from viewing comprehension as simply a “component of reading” but rather something entirely separate—a condition created over time, defined by purpose, and influenced by prior knowledge. Together, Susan and Hugh address many comprehension-related contexts, such as the simple view of reading, the five pillars of reading, and comprehension's relationship to knowledge building. Hugh also gives listeners practical advice for helping students suss out their comprehension before reading, and he clarifies why understanding the standard of coherence is important.Show notes:Submit your literacy questions for a chance to win!Read: Rethinking How to Promote Reading Comprehension by Hugh CattsRead: The Simple View of Reading: Advancements and False Impressions by Hugh CattsFollow Hugh on X: @CattsHughQuotes: “If I was going to define comprehension, it's not a single thing. I mean, that's the problem. We want it to be a single thing, but it depends upon what you're reading and why you're reading it.” –Hugh Catts, Ph.D.“What comprehension is is the interaction of what you bring into that reading situation and what you already know about it and your motivation and purpose to comprehend it.” –Hugh Catts, Ph.D.“There's just not enough mental reserve to be able to build that meaning that quickly. So it helps tremendously that you have some knowledge about it beforehand. That knowledge gives you a place to put information. So when you read about something, it gives you storage for the information. It's kind of like a cubby hole that you put the mail in, in an office.” ––Hugh Catts, Ph.D.Episode timestamps* 02:00 Introduction: Who is Hugh Catts?03:00 Personal Connection to Dyslexia07:00 Rethinking comprehension as a component of reading11:00 Vocabulary and comprehension15:00 Comprehension as a condition you create16:00 Language comprehension and the simple view of reading19:00 Differences in types of comprehension26:00 What comprehension is and isn't32:00 Thinking deeply39:00 Background knowledge and comprehension42:00 Automatic inferencing 50:00 Final thoughts*Timestamps are approximate, rounded to nearest minute

On this episode, Kari Kurto, National Science of Reading Project Director at The Reading League, discusses her role in creating the Reading League's curriculum evaluation tool. Seeing the term “Science of Reading” being misused as a marketing label, Kurto saw the need for a simple way for educators to cut through confusion and evaluate a given curriculum's claims. Her conversation with Susan Lambert touches on her background teaching students with dyslexia, the non-negotiables in a Science of Reading curriculum, and how educators can use the information about a curriculum once it's been evaluated to inform instruction. While Kurto stresses that no program is perfect, she has made it her mission to equip educators with a tool to more easily and objectively access information when making curriculum choices. Show notes:Submit your Science of Reading questions for a chance to win!Quotes: “Just because we have this report and we say, ‘All right, this curriculum has all the stuff,' if you don't teach it, then you're a red flag of your own.” —Kari Kurto“It's a movement of improvement, right? We're constantly striving to improve. And don't give up. Share your stories; share your success stories.” —Kari Kurto“Thank you to those folks who have been listening. Thank you to the folks who are curious about learning more, those who have spent years implementing and tweaking and improving literacy outcomes for our country's next generation. I mean, that's huge.” —Kari KurtoEpisode timestamps* 02:00 Introduction: Who is Kari Kurto?08:00 Teaching kids with dyslexia, what they need to learn to read10:00 Reading league defining guide11:00 Curriculum review tool16:00 Determining which programs to review20:00 Using the curriculum review tool as professional development21:00 Non-negotiables in a science of reading curriculum24:00 How to use the information from a program evaluation30:00 Long-term plans of the navigation report tool32:00 The reporting team34:00 The Reading League compass37:00 The Reading League journal40:00 Final Advice*Timestamps are approximate, rounded to nearest minute

In this episode, Susan Lambert welcomes back Sue Pimentel to discuss the history and impact of the Common Core State Standards on English Language Arts and Literacy (ELA) education in the United States. Susan and Sue revisit what the standards were designed to focus on: knowledge building, college and career readiness, and fluency in both literary and informational texts. Their conversation covers the importance of text complexity, the lack of a research base to support leveled readers, and knowledge building as a matter of equity and content as a matter of access. While acknowledging the value of these standards, the discussion also highlights their limitations. Sue underscores the importance of always returning to the research to ensure students are truly learning, preparing them to navigate the world and ultimately, live happier lives.Show notes:Website: Knowledge Matters Review ToolListen: Season 4, Episode 5: Reading as liberation with Sue PimentelRead: “Standards Are Not Curriculum”Website: Knowledge Matters CampaignQuotes:“Vocabulary is how we describe concepts; it's how we know how to talk to one another.” —Sue Pimentel“What the standards say is, ‘Leveled texts are out and complex texts are in.' There's no research behind assigning a level to students reading and then sort of imprisoning them in that.” —Sue Pimentel“The more stuff you know, the better you're able to navigate the world….and I think the happier life is. And certainly the happier kids' lives are when they're actually learning stuff.” —Sue Pimentel

In the Season 9 premiere of Science of Reading: The Podcast, Susan Lambert speaks with Ray James, Head of School at The Ansley School, about the transformative impact of literacy instruction. The Ansley School, which serves children experiencing homelessness, has made evidence-based literacy instruction a key piece of its efforts to foster profound educational and community change. Ray shares his journey and explores how a focus on literacy provides benefits that extend beyond the classroom to the broader community. This episode underscores the importance of foundational literacy skills and sets the stage for a new season dedicated to a literacy reboot.Show notes:The Ansley School Instagram): @theansleyschool Ray's Instagram: @the_rayvolutionWebsite: https://theansleyschool.org/Quotes:"If you don't get reading right in an elementary school, every piece of the school suffers." —Ray James"We're not just doing school, but educating people. I think a lot of people do school, we're trying to educate our community holistically."—Ray James"Education isn't just about academics, it's about creating a safe place and providing holistic, evidence-based literacy instruction that catalyzes real change."—Ray James

In this Science of Reading: The Podcast episode, Susan Lambert speaks with Rebecca Tolson and Lisa Lenhart about their roles at the University of Akron's newly established Center for Structured Literacy. They discuss their personal journeys in literacy education, the large grant received from the Ohio Department of Higher Education, and how the Center aims to prepare pre-service teachers using the Science of Reading and structured literacy. Rebecca and Lisa elaborate on the faculty's training program, curriculum updates, and the potential community impact. The conversation also touches on the emotional and professional challenges in shifting to evidence-based practices, the history of literacy legislation in Ohio, and the Center's long-term goals—including IDA accreditation and expanding their impact on both pre-service and in-service educators.Show Notes The Reading League: What is the Science of Reading?E-books from the Center for Dyslexia at Middle Tennessee State UniversityOhio's Dyslexia GuidebookRead Ohio WebsiteInternational Dyslexia Foundation: Knowledge and Practice Standards for Teachers of ReadingQuotes“We're also making sure that our students are prepared in structured literacy, not just to one program, so they're able to understand the structure and adopt it to any program any district is using.” —Lisa Lenhart“The Center for Structured Literacy is about empowering teachers at the onset—bachelor's degree. If districts have to retrain them after they graduate, then we're not doing something right.” —Rebecca Tolson‘The more I learn, the better I'm at my craft and my teaching for my students.” —Rebecca Tolson“It takes the right person leading you and it takes hard conversations of what we believe.” —Lisa LenhartTimestamps*02:00 Introduction: Who is Rebecca Tolson?04:00 Introduction: Who is Lisa Lenhart?05:00 Overview: University of Akron Center for Structured Literacy11:00 Overhauling an undergraduate program15:00 Origin Story: Center for Structured Literacy20:00 A Passion for the Science of Reading23:00 Intersecting goals: Center for Structured Literacy and the state of Ohio27:00 The importance of training teachers well the first time33:00 Training teachers to encounter schools with a variety of approaches to literacy36:00 Long-term goals for the center39:00 How to get more educators prepared to teach with evidence-based practices41:00 The importance of having hard conversations*Timestamps are approximate, rounded to nearest minute

Check out Amplify's new podcast, Beyond My Years— host and educator Ana Torres seeks out educational insights and hard-won lessons directly from people who have thrived for decades in the classroom: seasoned educators.On this premiere episode, Ana soaks up wisdom from Joyce Abbott, an educator so passionate about her students that she inspired one of them to go on and write the hit show “Abbott Elementary.” Joyce tells all about her experiences working in a Title 1 school and what it means to know the community of Philadelphia. They also discuss how Joyce's time serving in the military informed her work as an educator, how she transformed a challenging classroom during her first year, how it has felt to witness the success of “Abbott Elementary,” and her driving force: passion. At the end, Ana is joined by Classroom Insider Eric Cross to discuss some actionable teaching tips for bringing Joyce's lessons into your classroom.Show notes:Subscribe to Beyond My Years on AppleFollow Beyond My Years on SpotifyWebsite: Beyond My Years

In this episode, Jamie Clark and Susan Lambert delve into Jamie's new educational resource called: one-pagers, designed to distill complex educational literacy research into accessible, practical one-page summaries for teachers. Jamie, originally from the United Kingdom and now based in Australia, also shares his one-pager journey from ideation, to creating these resources, to witnessing their impact in the classroom. Aside from discussing his methodology, Jamie also highlights the iterative process of refining his work and collaborating with key figures in the educational field, and the importance of contextual application of these strategies in different educational settings. Jamie also gives an in-depth explanation of his Think-Pair-Share one-pager, highlights how important it is for teachers to continue learning, and ends with advice for anyone looking to make research more accessible.Show NotesX: https://x.com/XpatEducatorInstagram: https://www.instagram.com/xpateducator/LinkedIn: https://www.linkedin.com/in/jamieleeclark85/Website: https://www.jamieleeclark.comBook: Teaching One-Pagers: Evidence-informed Summaries for Busy Educational ProfessionalsWebsite: JamieLeeClark.comBook: Teaching WalkThrus: Visual Step-by-Step Guides to Essential Teaching TechniquesQuotes“In order to help our students learn effectively, teachers need to know how they learn and sometimes why they do not learn.” —Jamie Clark“Think-pair-share is important because it makes students feel safe before they share with the class.” —Jamie Clark“The main thing as a teacher for me is that you always need to learn and that you never stop learning.” —Jamie Clark“The best research is the stuff that you can glean information from and then do something with that's actionable and practical.” —Jamie ClarkEpisode Timestamps*02:00 Introduction: Who is Jamie Clark?05:00 The Birth of One Pagers: Inspiration and Early Days08:00 Going Viral: The Impact of One Pagers10:00 Feedback and Collaboration on One Pagers11:00 Designing for Educators: The Journey to a Book19:00 Designing Effective One Pagers21:00 Exploring the Think-Pair-Share Strategy24:00 Implementing Think-Pair-Share in the Classroom26:00 Application Across Subjects and Levels29:00 Challenges and Insights in Creating One-Pagers35:00 Advice for Teachers and Educators39:00 Final Thoughts and Future Directions*Timestamps are approximate, rounded to nearest minute

In this episode, Susan Lambert talks with Kelly Butler and Margaret Goldberg about their experiences and insights into improving reading instruction, particularly in Mississippi and California. Kelly discusses her work with the Barksdale Reading Institute, its impact on reading education, and the importance of coaching and structured literacy. Margaret shares her experiences as a coach in California, the challenges of teacher training, and the importance of having a clear and effective literacy plan that includes acquiring high quality data and using it to inform all your strategies. Both guests emphasize the need for systemic change and the role of community involvement in educational success.Show Notes Follow: Kelly Butler's Linkedin:  linkedin.com/in/kelly-butler-5b92b31bFollow: Kelly Butler's Twitter/X: @KellyButler8Follow: Margaret Goldberg's Twitter/X and Facebook: @right2readprojFollow: Margaret Goldberg's LinkedIn: https://www.linkedin.com/in/margaret-goldberg-247613117/Listen: S2 E5: The Right to Read Project on nurturing automatic readers, with Margaret Goldberg and Alanna MednickListen: S6 E1: The other side of Scarborough's Rope, with Margaret GoldbergListen: Emily Hanford “Sold a Story” seriesLook: Textbook sSpreadsheet from the Center for Reading Science at Mount Saint Joseph UniversityWatch: Reading Universe: How Children Learn to Read, with Margaret GoldbergQuotes“The laws are telling us that time's up. We need to get this job done. The good news is we know how to do it. We just need to get it done everywhere.” —Kelly Butler“My role is more to help people make sense of information that is much more widely available, and help them understand how it applies to the work that we're doing. Whereas before, I felt like I was trying to alert people to the existence of research that had been kept out of reach.” —Margaret GoldbergEpisode Timestamps*03:00 Introduction: Who are Kelly Butler and Margaret Goldberg?11:00 Challenges in Teacher Preparation19:00 Effective Coaching Models28:00 Margaret's Journey into Coaching29:00 Collaborative Learning and Best Practices30:00 Challenges and Solutions in Coaching35:00 The Impact of Legislation on Coaching36:00 Reflections on Coaching and Curriculum48:00 Future Visions and Final Thoughts

In this episode, Susan Lambert is joined by Arturo Valadez Sáenz, a demonstration teacher from Dallas, Texas, who delves into his journey from his childhood in Mexico to becoming an educator in the United States. He describes his current role, teaching both English and Spanish language arts, and emphasizes the importance of bilingual education. He shares the demographics and linguistic challenges of his students, many of whom are newcomers to the country, some of whom come from economically disadvantaged backgrounds or speak different dialects. Arturo discusses effective strategies like bilingual pairing, feedback for learning, and the impact of Science of Reading practices in his classroom. He also highlights the necessity of creating a positive classroom culture and building students' confidence. Arturo's story is a testament to the transformative power of education and the significant difference a dedicated teacher can make in the lives of students.Show notes: Follow on Instagram: @arturosaenzelviajero Visit: https://arturosaenz.hearnow.com/Quotes: “I realized that I truly have a calling of being with kids, and the biggest thing to me is the intrinsic reward that you receive, especially working with economically disadvantaged communities.” —Arturo Valadez Sáenz“It's all about confidence, building the student's confidence. It's a huge component of preparing students to be successful.”  —Arturo Valadez Sáenz“It's not about the teacher. When planning, my biggest suggestion is do not plan for your own actions. Plan for what the students are going to be doing in every single portion of the lesson.” —Arturo Valadez SáenzEpisode timestamps*03:00 Introduction: Who is Arturo Valdez Sáenz?05:00 Journey to Teaching09:00 Importance of Bilingual Education14:00 Strategies for creating positive classroom culture21:00 Parental Involvement23:00 Challenges in Bilingual Education and the importance of educator collaboration27:00 Setting High Expectations for Every Child28:00 The Power of Immediate Feedback33:00 Building student confidence and classroom collaboration34:00 Effective Grouping Strategies in Bilingual Classrooms37:00 Engaging Students Across Different Grade Levels40:00 Implementing Science of Reading Practices45:00 Celebrating Student Growth and Success48:00 Final Thoughts and Encouragement for Educators*Timestamps are approximate, rounded to nearest minute

Listen to this trailer for our new podcast, Beyond My Years, launching August 14th. Every day headlines tout something “new” in education—the latest research, the hottest tech, the trendiest new hacks for organizing your classroom. However, beyond all the hype there's one underestimated resource that's truly deserving of our attention: educators who've been doing this for years. In this trailer, you'll hear from host and educator Ana Torres as she explains her season-long journey of learning from the experiences and lessons of seasoned educators from around the world. Their stories will make you laugh, make you cry, and—just maybe—change the way you think. Subscribe now so you don't miss a thing.(Not an Apple user? Subscribe here via Buzzsprout.)

This episode features an in-depth conversation with Genie Baca, a 33-year education veteran who has spent the last 18 years as a principal in Texas. Baca discusses her career progression from a balanced literacy classroom teacher to various educational roles along her journey to the Science of Reading—and how it all led her to a unique school predominantly serving refugee students. This school, where 39 languages are spoken by the diverse student body, faces different challenges (and opportunities) than most schools. Baca shares some of the transformative strategies implemented under her leadership, particularly focusing on the Science of Reading and high-quality instructional materials. These strategies have significantly improved literacy and engagement, with a systematic approach adjusted for Tier 1 instruction to benefit all students, including monolingual and multilingual learners. Baca's story showcases the positive influence strong leadership, a dedicated staff, and research-based educational methodologies can have when creating an inclusive, successful learning environment for a diverse student population.Quotes:"I couldn't just lead my campus into the Science of Reading if I didn't open myself up to [the possibility that] maybe I was wrong. It wasn't easy, but it really took me looking at student work to prove that what I had been doing all these years wasn't working."  —Genie Baca"It's serving every child we have in the seat, whether they're monolingual or they speak two or three languages. What works is a systematic approach to learning how to read." —Genie Baca"Now that we know better, and we know more about the research and how speaking and reading go together, we're just getting smarter. We're learning more about how reading works, how the brain works, how kids acquire knowledge, and we just have to be smarter with how we do things." —Genie BacaEpisode timestamps*02:00: Introduction: Who is Genie Baca?03:00: Genie Baca's journey in education and unique school10:00: School changes over 14 years13:00: Change management: Teacher reactions & professional development15:00: The shift to Science of Reading27:00: Science of Reading for multilingual learners33:00: The importance of oral language and leveraging it in the classroom35:00: Involving parents and caregivers in the learning process40:00: Reflecting on lessons learned and future directions*Timestamps are approximate, rounded to nearest minute

In this episode, Diane August, Ph.D. shares her journey and expertise supporting multilingual learners, focusing on her transition from a Spanish language teacher to a widely recognized expert in literacy and language acquisition for multilingual students. August recounts her initial teaching experiences, her realization of the need for better support for language development, and her subsequent pursuit of a Ph.D. and further research efforts to deepen her understanding of second language acquisition and content integrated language teaching. August emphasizes the foundational importance of supporting multilingual learners through asset-based approaches, bilingual programming, and research-based instructional strategies, advocating for educational policies and practices that recognize and leverage the linguistic and cultural assets of multilingual learners from the very early grades all the way through the later grades.Show notes:Tool: AIR Project Word Analyzer Vocabulary ToolTool: Wordsmyth.net Educational Dictionary ResourceRead: Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and YouthRead: Promoting the Educational Success of Children and Youth Learning English: Promising FuturesQuotes:“We found there is no indication that bilingual instruction impeded academic achievement, either in the native language or in English. What we observed on average, [was] that kids that were in bilingual programs did a lot better in literacy.” —Diane August, Ph.D.“There's some sounds in English that aren't present in a first language. Or there are orthography letters that sound different in one language versus the other. So you just have to realize you have to take into consideration the kid's language background when you're teaching foundational skills.”  —Diane August, Ph.D“We develop kids' oral language when they're older in conjunction with teaching them to read and teaching them content area knowledge. You can't not do that from the beginning, you have to support kids in foundational reading skills.”  —Diane August, Ph.D.“Second language learners also come with a lot of knowledge in their first language, which is really important to consider. It's not like they don't have background knowledge.”  —Diane August, Ph.D.Episode timestamps*1:00: Introduction: Who is Diane August?6:00: National literacy panel on language minority children and youth13:00:  Importance of longitudinal research15:00: Exploring different models for supporting biliteracy development20:00: The Importance of Oral Language 27:00: Intersection of research on learning on how to read for native english speakers and learning how to read for multilingual learners30:00: Insights from the 2017 Report on Multilingual Learners33:00: Understanding the Diversity of Multilingual Learners36:00: Effective Strategies for Supporting Older Multilingual Learners47:00: Importance of syntax52:00: Concluding Thoughts on Supporting Multilingual Learners*Timestamps are approximate, rounded to nearest minute

As we continue our miniseries on English learners and multilingual learners Francisco Usero-González, Ph.D. (Paco, as I call him), a renowned expert in bilingual education and dyslexia intervention, joins Susan Lambert to discuss diagnosing dyslexia in multilingual learners and the intersectional understanding it requires. To accurately approach observation and assessment, educators need all the different parts of their own identity to create a complete picture. Usero-González discusses how moving from Spain to the United States led him to champion professional development that teaches educators to have a linguistic, cognitive, and cultural understanding of students. Together, Susan and  Usero-González also touch on the ways in which symptoms of dyslexia and the natural process of language acquisition can be confused, how to diagnose dyslexia in multilingual learners, what dyslexia looks like across languages, and how translanguaging is especially helpful for multilingual learners with dyslexia. Show Notes:Watch: TEDxSHSU Bilingual Learners, Dyslexia, and Inclusive Education Read: Translanguaging by Ofelia García and Sara Vogel Quotes:“We need to promote collaboration, because we need to talk to the different teachers that the student has in order to see if it is indeed a second language acquisition issue or it belongs to the patterns, the symptoms, that a student with dyslexia might have.” — Francisco Usero-González“It is very important for us to have this communication with parents and teachers and have them as our best allies. They are going to give us a lot of information that we maybe cannot track during our classroom time.” — Francisco Usero-González“Dyslexia is something beyond a language. It is something that our students bring with themselves. We need to give them all the tools and resources in order to help them overcome those symptoms.” — Francisco Usero-GonzálezEpisode timestamps*2:00 Introduction: Who is Francisco Usero-González?08:00 Going from Spain to the US09:00 Dyslexia and multilingual learners, why this is an important topic10:00 Holistic professional development: Linguistic, cognitive, and cultural understanding of students18:00 Intersection of dyslexia and language acquisition27:00 Diagnosing dyslexia in multilingual learners33:00 Symptoms of dyslexia: Spanish vs English40:00 Dyslexia across languages48:00 Translanguaging54:00 Final thoughts: Being a human being*Timestamps are approximate, rounded to nearest minute

Professor Emeritus Jim Cummins, Ph.D., joins Susan Lambert from the University of Toronto's Ontario Institute for Studies in Education for an engaging conversation that explores the dynamics of language development and bilingual education, as well as the importance of a supportive learning environment for multilingual/English learners. Cummins shares stories from his extensive experience and research in the field, highlighting the cognitive benefits of bilingualism, the importance of literacy engagement, and the role of translanguaging in educational settings. He also illuminates the challenges and opportunities in fostering multilingual capabilities and underscores the value of embracing students' linguistic diversity in schools.Show notes:Listen to episode 1, Language is always an asset, with Kajal Patel BelowRead: Translanguaging in Bilingual Education by Ofelia García and Angel M.Y. LinWebsite: Language Friendly SchoolQuotes:“Virtually all the research highlights the importance of being in a communicative, interactive context if you want to pick up a language." —Jim Cummins, Ph.D.“There are differences between the linguistic demands of schooling and the kind of language that we use in everyday conversational context outside of school." —Jim Cummins, Ph.D.“All of these processes are amplified when there's a community of peers or people that we can discuss these ideas with, we can get feedback, we can explore ideas collectively." —Jim Cummins, Ph.D.Episode timestamps*02:00 Introduction: Who is Jim Cummins03:00 Personal Language Journey10:00 Global Perspectives on Language Education18:00 Conversion to academic language spectrum20:00 The process of learning a second language25:00 Language awareness37:00 Translanguaging and Language Policy43:00 Benefits of being multilingual and fostering a supportive environment49:00 Joint statement*Timestamps are approximate, rounded to nearest minute

To kick off our miniseries focused on how the Science of Reading serves multilingual/English learners (ML/ELs), Amplify Vice President of Biliteracy Kajal Patel Below joins Susan Lambert for a retrospective discussion of the history of literacy education through a biliteracy lens. Together, they discuss the significance of a recent joint statement put out by The Reading League and the National Committee for Effective Literacy. Below sheds light on why this statement is so monumental, and what it means for serving ML/ELs going forward.Show notes:Joint Statement from The Reading League (TRL) and the National Committee for Effective Literacy (NCEL)2006 Report: Developing Literacy in Second-Language LearnersQuotes: “It must be acknowledged that there is more scientific research, or there has been more scientific research, conducted with monolingual English-speaking children, and that additional research related to teaching literacy development for English learners and emergent bilinguals is needed to advance our understanding of their literacy development.” —Kajal Patel Below“We have an underserved area that's experiencing a massive growth in student population. And so it's really important to then focus on it. Schools are adjusting, they're quick, they're doing the best they can, but we need to be having these conversations around research [and] best practices so that we can set schools up for success and students up for success." —Kajal Patel Below“I just think we have an exciting future in this country. I was in a classroom last week—I saw some of their writing. I saw them speaking, heard them speaking in two languages fluently, easily, excitedly. I just got very excited. These kids are going to be our doctors and our teachers and our engineers and they're bilingual or multilingual.” —Kajal Patel Below“Their language is an asset, whatever language it is and however much it is.” —Kajal Patel Below

Science of Reading: The Podcast is launching a special mini-series dedicated to multilingual/English learners (ML/ELs)! Host Susan Lambert will chat with leading researchers and practitioners about how the Science of Reading supports ML/ELs and why this is so important. Through exploration of the key research and enlightening discussions, Susan and guests will discuss the optimal use of the Science of Reading to enhance students' classroom experiences and overall learning journeys. Listen to this trailer for a sneak peek and be sure to subscribe now so you don't miss this exclusive mini-series—the first episode is out April 30!

Susan Lambert joins biliteracy expert and professor Lillian Durán, who holds a doctorate in educational psychology from the University of Minnesota and researches the improvement of instructional and assessment practices with preschool-aged multilingual/English learners.Durán begins by pointing out the difference between being bilingual and biliterate, then describes the key advantages of being bilingual and the unique skills students who speak multiple languages bring to school. She then discusses how the Simple View of Reading connects to Spanish, the double standard that often occurs when bilingual students are celebrated vs. when they are not, and the process of screening and assessment for multilingual/English learner students. Lastly, Durán compels educators to avoid viewing biliteracy and dual language support as a sub-population of their classroom and instead prioritize the development of students' home languages, whatever they may be, alongside English instruction.Show notes:Listen: Science of Reading: The Podcast biliteracy playlistQuotes:“Language is inextricably linked to culture. We want to make sure these families and children feel valued and honored within our schools.” —Lillian Durán, Ph.D.“No matter what language you start to learn some of those skills in, there's a transfer and understanding of how to listen to sounds and how to put sounds together.” —Lillian Durán, Ph.D.

Join Susan B. Neuman, professor of early childhood and literacy education at the Steinhardt School at New York University, in our Deconstructing the Rope series. She explains the important link between background knowledge and reading comprehension in the Science of Reading, and shares her five research-based principles to build knowledge networks in literacy instruction. She also highlights the connection between speech and reading, and previews her upcoming studies on the role of cross-media connections in children's learning.Show notes: Book: Changing the Odds for Children at Risk, by Susan B. Neuman. (More books in the link.)Article: “Developing Low-Income Children's Vocabulary and Content Knowledge through a Shared Book Reading Program” by Susan B. Neuman and Tanya KaeferArticle: “The Information Book Flood: Is Additional Exposure Enough to Support Early Literacy Development?" by Susan B, NeumanQuotes: “What you're helping children do is create a mosaic, putting all those ideas together in a knowledge network. If you don't do it explicitly, many children cannot do it on their own.” —Susan B. Neuman“We've got to start early. We've got to start immediately, and know that children are eager to learn and use the content to engage them.” —Susan B. Neuman

Catherine Snow, Ph.D., Professor of Cognition and Education at the Harvard Graduate School of Education, joins Susan Lambert on this episode to reflect on the state of language and literacy instruction in the U.S. They begin their conversation by discussing linguistics in young children and the relationship between language and literacy, before diving into Dr. Snow's biggest takeaways from her work on the National Research Council report, “Preventing Reading Difficulties in Young Children." Susan and Dr. Snow talk about building vocabulary, growing student curiosity in reading, and exposing students to academic language. Dr. Snow talks about the specific tools educators should be given for meaningful help in the classroom, shares her hopes—and fears—for the future of reading instruction in this country, and explains why she encourages teachers to let their classrooms be noisier.Show notes:Read: National Research Council Report: Preventing Reading Difficulties in Young ChildrenRead: Reading for Understanding: Toward an R&D Program in Reading ComprehensionQuotes:“Part of preventing reading difficulties means focusing on programs to ensure that all children have access to books from birth and that they have access to adults who will read those books with them and discuss them.” —Catherine Snow, Ph.D.“I see academic language and exposure to academic language as an expansion of children's language skills that both contributes to successful literacy—successful reading comprehension—and gets built through encounters with texts, but also encounters with oral activities.” —Catherine Snow, Ph.D.“Let your classroom be noisier. Let the kids be more engaged and more socially engaged, because that is actually a contribution to their language development and to their motivation to keep working.” —Catherine Snow, Ph.D.Episode timestamps*2:00 Introduction: Who is Catherine Snow?3:00 Linguistics in young children6:00 What is language? 8:00 Language and its impact on literacy14:00 National Research Council Report: Preventing Reading Difficulties in Young Children22:00 Building vocabulary and a love for reading26:00 Academic language28:00 “Science of Reading” movement and the reading wars33:00 Scientific research in the hands of educators in the field36:00 Tools teachers need in their toolbox38:00 Hopes and fears for the future of the “Science of Reading movement”41:00 Final advice*Timestamps are approximate, rounded to nearest minute

Greg Ashman—author of multiple books including A Little Guide for Teachers: Cognitive Load Theory, deputy principal, and professor—sits down with Susan Lambert on this episode to discuss cognitive load theory and how it applies to how students learn and how to best teach them. Together their conversation covers cognitive load theory, including an exploration of working memory and long-term memory; intrinsic load and extraneous load; biologically primary vs. biologically secondary knowledge; and how to apply these concepts in the classroom. Ashman also provides listeners with helpful advice on ensuring their teaching practices are based on evidence. Show notes:Book:  “A Little Guide for Teachers: Cognitive Load Theory” by Greg AshmanRead: Greg Ahsman's “Quick Insight Series” Subscribe: Greg Ashman's Substack “Filling The Pail” Read: Barak Rosenshine's “Principles of Instruction” Quotes:“I now know I shouldn't have felt guilty, but I also know that I could have taught that from the outset in a much more structured way where the students would have left understanding the concepts better without wasting time.” —Greg Ashman“This idea that kids don't need to know anything anymore, they just need to practice skills is really quite a pernicious and damaging idea.” —Greg Ashman“Think about the teaching methods that you're being presented with. Ask about the evidence and question whether this is really the optimal way of teaching literacy or whatever it is, or whether it's more based on wishful thinking.” —Greg AshmanEpisode timestamps*2:00 Introduction: Who is Dr. Gregg Ashman5:00 Feeling guilty about the way you had been teaching7:00 Book talk: A Little Guide for Teachers on Cognitive Load Theory8:00 Defining cognition11:00 Working memory and long-term memory13:00 Retrieval of long-term memory15:00 What is cognitive load?19:00 Working memory holds 4 items: What is an item?24:00 Automaticity26:00 Biologically primary vs biologically secondary knowledge31:00 Mythbusting: “Long-term memory is like a computer system”34:00 How can educators use cognitive load theory?38:00 Explicit teaching 42:00 Productive struggle and productive failure49:00 Final advice*Timestamps are approximate, rounded to nearest minute

Dr. Sharon Vaughn, award-winning researcher and multi-published author, who has advised on literacy across 30 states and 10 different countries, joins Susan Lambert on this episode. She digs into how we can build reading comprehension rather than teach it, and what it means for comprehension to be a learning outcome rather than a skill. She and Susan touch on how to ask the right comprehension questions, how to ensure coherency in teaching background knowledge, and where it's easy to go wrong—with knowledge building and with the Science of Reading as a whole. Listeners will walk away with a deeper understanding of which skills lead to comprehension and how to avoid strategy overload.Show notes: What Works Clearinghouse: Providing Reading Interventions for Students in Grades 4—9Website: meadowscenter.org Quotes: “Comprehension is an outcome, and it's based on being able to read words accurately, know what they mean, have adequate background knowledge, and also being able to make inferences.” —Sharon Vaughn, Ph.D.“I've seen things go awry. Good things get interpreted incorrectly. The Science of Reading has that potential … where people could take that and sort of start creating their own meaning about what it means and start downloading that in districts and schools in ways that are counterproductive.” —Sharon Vaughn, Ph.D.“If you look at the early studies from the late ‘80s and early ‘90s, they really were the building blocks for phonemic awareness and phonics and the way in which we have identified the foundation skills as being essential. We act like the Science of Reading is something new, and we've been building this for decades.” —Sharon Vaughn, Ph.D.Episode Timestamps*02:00: What Works Clearinghouse Practice Guide04:00: Reading Comprehension: What it is and what it isn't09:00: How could we mess up background knowledge?13:00: The relationship between vocabulary and knowledge building21:00: Word knowledge and world knowledge, especially in the upper grades24:00: Strategy of asking and answering questions26:00: Text matters27:00: Integrating stretch text31:00: Collaborative strategic reading39:00: Project PACT*Timestamps are approximate, rounded to nearest minute

Dr. HyeJin Hwang is an assistant professor and literacy researcher whose research interests revolve around reading comprehension and content learning in K–12 settings, particularly for multilingual students. In this week's episode of the podcast, HyeJin Hwang talks with Susan Lambert about background knowledge (what it is, how it's built, and more), the importance of broad knowledge, the connections between knowledge and vocabulary, and unit planning rather than lesson planning. English wasn't Dr. Hwang's own first language, and her research on supporting multi-language learners is informed by her own experiences learning English and later teaching English as a second language.  Whether you're just starting to establish a solid foundation on knowledge building or you're looking to explore the topic from new angles, this episode is the one to listen to.Show Notes: Meta-Analysis: “Effects of integrated literacy and content-area instruction on vocabulary and comprehension in the elementary years: A meta-analysis,” by HyeJin Hwang et al., 2021Practitioner Paper: “What research says about leveraging the literacy block for learning” (p.35-48), by HyeJin Hwang et al., 2021Read: “Making the most of read-alouds to support primary-grade students' inference-making," by HyeJin Hwang et al., 2023Read: “A longitudinal investigation of directional relations between domain knowledge and reading in the elementary years,” by HyeJin Hwang, et al., 2022Read: “The multidimensional knowledge in text comprehension framework,” by Kathryn S. McCarthy and Danielle S. McNamara, 2022Listen: S8E1, with Reid Smith and Pamela SnowListen: S8E2, with Molly Ness Quotes: “Knowledge building cannot wait… Start from the beginning of schooling, from early grades. Multilingual students and monolingual students, they both need support developing knowledge and literacy skills.” —HyeJin Hwang“In knowledge building, we usually like to go for cultivating in-depth knowledge. That means interconnected ideas need to be told throughout multiple lessons, multiple classes, rather than planning individual separate lessons.” —HyeJin Hwang“When readers have good broad knowledge, prior knowledge, then it is more likely the readers can recall text information ideas, and they can make better inferences about missing ideas in text.” —HyeJin HwangEpisode Content Timestamps*2:00: Introduction: Who is Dr. HyeJin Hwang?6:00: Comprehension models8:00: What is background knowledge?10:00: Activating and integrating background knowledge15:00: Mitigating background knowledge issues21:00: Strategy instruction22:00: What should knowledge building instruction look like for students?27:00: Advice for elementary school teachers to change their instruction32:00: Broad knowledge and why it matters38:00: Content knowledge and multilingual learners44:00: Final thoughts and advice*Timestamps are approximate, rounded to nearest minute

A name known throughout the literacy world, Maryanne Wolf, Ed.D., directs UCLA's Center for Dyslexia, Diverse Learners, and Social Justice. She's published over 170 scientific articles  and four books focusing on the science of the reading brain. In her conversation with Susan in this episode, she discusses the reading brain in a digital context and delves into some of the tensions of the present moment in literacy instruction: the Science of Reading beyond just phonics, the plea to preserve deep reading, and literacy and screens. She also talks about the topics she's most focused on and the ones she feels are most pressing in general when it comes to research on the brain and literacy. And she ends with an impassioned message to teachers, expressing her deep respect and gratitude. Show notes:Book: Proust and the Squid: The Story and Science of the Reading BrainBook: Tales of Literacy for the 21st Century: The Literary AgendaBook: Reader, Come Home: The Reading Brain in a Digital World Listen: Maryanne Wolf on The Ezra Klein ShowQuotes:“What I would say to any teacher of balanced literacy: Let us bring our best selves and expand our knowledge. We both have things we can learn from each other. ” —Maryanne Wolf, Ed.D.“Pass on why you learned to be a teacher. Pass it on to your students. Let's make that next generation of teachers truly excited about what we can do to release the potential of every child.” —Maryanne Wolf, Ed.D.Episode Content Timestamps*2:00: Introduction: Who is Maryanne Wolf?7:00: Cognitive neuroscience and how it relates to early childhood literacy14:00: Elements kids aged 0-5 need to develop before build the reading circuits in the brain21:00: Maryanne's first book, Proust and the Squid27:00: Maryanne's third book, Reader Come Home31:00: The reading brain in the digital age: What screens do to the reading brain43:00: Maryanne Wolf and the Science of Reading movement 48:00: Discussing presentation with the Teachers College55:00: Most important topics in the evolving world of reading research58:00: Maryanne's message to teachers of deep gratitude and respect *Timestamps are approximate, rounded to nearest minute

As a writer of several books for teachers and parents, former kindergarten teacher, and current associate professor of language and literacy in the Department of Teacher Education at Michigan State University, Tanya S. Wright, Ph.D., has maintained focus on a singular question: How can we most effectively work with students in the early education setting? In answering that question, Wright has researched and written on two interesting areas: vocabulary development, and best practices for literacy development in young children. Listeners will come away from this conversation with some great tips and strategies for developing vocabulary, working effectively with younger students, and integrating writing and vocabulary.Show notes:Read: “A Teacher's Guide to Vocabulary Development Across the Day: The Classroom Essentials Series”Read: “Literacy Learning for Infants, Toddlers, and Preschoolers: Key Practices for Educators”More from Dr. Wright: Follow Tanya S. Wright on XQuotes:"We need kids to be able to sound out the words, but we also need them to know what they mean. Otherwise, the text won't make sense. So we really need to be working on both of these at the same time." —Tanya S. Wright"Really value what kids bring to the classroom, even if it's not perfect yet, or if it's not exactly what adults would say." —Tanya S. Wright"It's really important that we're thinking about purposeful, planned, and intentional vocabulary supports to make sure that everybody is included in the learning and can participate in the classroom." —Tanya S. Wright"Realistically, kids love to learn big words. They make use of them. They don't really differentiate it. So that's an adult imposition, right? Which ones are the big ones or which ones are the hard ones? If we use them with kids, they will use them too. And enjoy it." —Tanya S. WrightEpisode content timestamps*:2:00: Introduction: Who is Tanya Wright?4:00: Journey to studying vocabulary: What is the importance?6:00: What does it mean to know a word?11:00: How do knowledge and vocabulary connect and why can't they be divorced?17:00: Tips for being planned and purposeful with vocabulary instruction22:00: Integrating vocabulary across content areas27:00: What would you say to someone who says a word is "too hard" for a kid?33:00: How has your thinking changed about the approach to vocabulary from when you started your research?37:00: Final advice for educators*Timestamps are approximate, rounded to the nearest minute. 

Returning guest and recent doctoral degree recipient Dr. Jasmine Rogers rejoins the podcast to discuss findings from her research on Black language and teacher perceptions of Black language. Dr. Rogers shares strategies for how educators can better serve students by allowing them to be more themselves in the classroom. She also shares specific teacher approaches she's observed that listeners can apply in their own classrooms. Lastly Dr. Rogers inspires listeners with emotional stories—including her own—about educators learning and growing, and posits that starting with introspection can often have the greatest impact on the classroom.Show notes:Listen: Jasmine's first appearance on Science of Reading: The PodcastRead: “The Importance of Phonemic Awareness Instruction for African American Students” by Ramona T. Pittman, Marianne Rice, Esther Garza, and Myriam J. GuerraRead: “Difference or Deficit in Speakers of African American English?” by Linda M. Bland-StewartReference: “Phonemic Inventories and Cultural and Linguistic Information Across Languages,” American Speech-Language-Hearing Association (ASHA)Quotes:"You address people as human beings because they're human and that's the right thing to do." —Dr. Jasmine Rogers"The history of our country, the history of who we are as individuals in our families, absolutely impacts who we are as teachers and how we show up in the classroom." —Dr. Jasmine Rogers"A lot of change is just being open to feedback, being curious, and ensuring that whatever you are doing, you are not causing harm to students." —Dr. Jasmine Rogers"If I was able to make a change, you 110 percent can make a change. And a lot of that is just being open to feedback, being curious, and ensuring that whatever you are doing, you are not causing harm to students." —Dr. Jasmine RogersEpisode Content Timestamps*2:00: Recap of the last episode with Dr. Jasmine Rogers4:00: How teachers respond when students use Black language in their lessons and how that impacts student behavior11:00: Observation on teacher moves in the classroom, pre and post professional development23:00: Tips for educators wanting to be more affirming in the classroom26:00: Resources for learning the phonological features of different languages & the importance of relationship building and knowing your students31:00: How we teach irregularly spelled words & syllable stresses35:00: Emotional stories from educators & final encouragement from Dr. Jasmine Rogers*Timestamps are approximate, rounded to nearest minute

This episode's guest is Margaret McKeown, Ph.D., a retired professor from the University of Pittsburgh, decades-long researcher, and former elementary school teacher. In it, Margaret and Susan address why vocabulary is so important, particularly for knowledge building; talk about the various elements of effective vocabulary instruction; discuss the key role of informal instruction in vocabulary building; and share best practices for assessing vocabulary. Listeners will come away from this episode with a deeper understanding of the how and why of vocabulary instruction, as well as tips for bolstering vocabulary instruction in their own communities.Show notes:Follow Margaret on XListen: In Season 8 Episode 3, Gina Cervetti also spoke with Susan about vocabulary development Book: Bringing Words to Life: Robust Vocabulary Instruction by Isabel L. Beck, Margaret G. McKeown, Linda Kucan Book: Creating Robust Vocabulary by Isabel L. Beck, Margaret G. McKeown, Linda Kucan Book: Vocabulary Assessment to Support Instruction by Margaret G. McKeown, Paul D. Deane, Judith A. Scott, Robert Krovetz, and René R. LawlessWebsite: Etymonline.com, for learning about etymology Quotes:“Good instruction needs to be interactive. We're using words. Vocabulary pervades the day.” —Margaret McKeown“Relax, because you're never going to be able to teach kids all the words that they really need to know, so just drop that.” —Margaret McKeown“There is no perfect set of words, so don't worry about which words you're using, just sort of tune your mind to the kinds of words that turn up in texts a lot, ones that go across texts, not so much ones that are just, domain specific, but what words am I going to read in a novel, a social studies text, a newspaper article? Those are the kinds of words.” —Margaret McKeown“If you do one thing, set up an attitude about words, this idea of reveling in words, and then just drop them in.” —Margaret McKeown

On this wide ranging episode, Susan finally gets the chance to speak with famed education thinker and author John Hattie, Ph.D. Hattie has authored dozens and dozens of books. He's best known for his book, Visible Learning, which now has a sequel. In this episode, he discusses his career and shares with Susan some of the biggest takeaways from his work. He also explains what meta-analysis is and discusses some of the biggest takeaways from meta-analysis in the education field. They both also delve into the importance of successful implementation. And, finally, Hattie shares his thoughts on AI and the future of education. This episode offers many practical tips for educators to realign with their mission and dig into why they do what they do and how to best make an impact.Show notes: Book: Visible Learning: The Sequel by John Hattie Book: Visible Learning and the Science of How We Learn by John Hattie and Gregory C.R. YatesBook: Making Room for Impact by Arran Hamilton, John Hattie, and Dyland WilliamRead: The Future of AI in Education: 13 Things We Can Do to Minimize the DamageQuotes:“Your job is not to get through the curriculum, your job is not to get kids engaged in authentic, real-world, exciting tasks. Your job is to have an impact across those many notions.” —John Hattie, Ph.D.“We're very good at finding problems and fixing them but we're not as good—we're not having the courage—to study expertise and scale it up. And that's my mission. Scale up the expertise we have.” —John Hattie, Ph.D.“I'm an evidence-based person. Sometimes I don't like the results, but that doesn't mean you get to deny it. Some people want to deny it. Some people want to get angry with it. And sometimes evidence does get in the way of a good opinion.” —John Hattie, Ph.D.

In this episode, Susan Lambert talks to Gina Cervetti, Ph.D., about literacy development, knowledge building, vocabulary expansion—and the deep connections between all three. Gina explains why she sees knowledge and vocabulary as two sides of the same coin. She also attempts to expand the listener's understanding of what knowledge really is; it's not just subject-area knowledge, it's also cultural knowledge. In this process, she introduces the idea of conceptual coherence, the benefits of this approach to knowledge building, and  avenues for implementing it in the classroom. Lastly, Gina offers strategies for how teachers can effectively build students' vocabulary without relying on a vocabulary list which she notes is not backed by the research.Show notes:Faculty Page: Gina N. CervettiWebsite: Seeds of Science/Roots of ReadingRead: “Research-Based Principles for Improving the Reading Achievement of America's Children” by the Center for the Improvement of Early Reading AchievementQuotes:“Above all other things in education, literacy is a gateway to so many of the things that are essential for human flourishing and human choice.” —Dr. Gina Cervetti“I like to think about vocabulary, not as individual words, right, but as a set of labels for ideas that we want kids to be able to read about and talk about and write about.” —Dr. Gina Cervetti“It's really hard to teach individual words in ways where that learning is durable…Because it's not connected to something.” —Dr. Gina Cervetti“When you can see yourself or connect to the experiences you bring to a text it's great for your comprehension.” —Dr. Gina Cervetti“Knowledge is so complex that it actually offers a number of different benefits. And different kinds of knowledge actually benefit literacy development in different ways.” —Dr. Gina Cervetti

Many educators understand the value of reading aloud to students, but may not have yet unlocked the full power of these tools as an intentional, consistent, and joyful instructional approach. In this episode, we welcome Molly Ness, author or the recent book, Read Alouds for All Learners: A Comprehensive Plan for Every Subject, Every Day, Grades PreK—8. Molly—a former classroom teacher herself, who also spent 16 years as a teacher educator—gives us an overview of the research on read-alouds, detailing the myriad benefits (linguistic, socioemotional, motivational, and physiological) they provide students. Molly also lays out strategies for effective read-alouds, instructions on how to properly plan and implement them, and specific examples of the pre-work process for texts like Knuffle Bunny by Mo Willems.Show notes:Book: “Read Alouds for All Learners: A Comprehensive Plan for Every Subject, Every Day, Grades PreK–8” by Molly Ness*Use promo code “AmplifyPodcast20” from Oct. 24, 2023–Dec. 15, 2023, for a 20% discount on the paperback version. Read: “What are Teachers Reading and Why?: An analysis of elementary read aloud titles and the rationales underlying teachers' selections” by Kristin Conradi Smith, Craig A. Young, and Jane Core YatzeckWebsite: www.drmollyness.comX account: @drmollyness*Terms and conditions:Discount valid on SolutionTree.com only. Enter promo code AmplifyPodcast20 at checkout to receive a 20% discount on the paperback version of Read Alouds for All Learners. Offer expires December 15, 2023. Not valid for bookstores, distributors, or resellers. Continental U.S. only. Cannot be combined with other offers. For customers submitting a purchase order, payment must be received by December 15, 2023, to qualify for this offer.Quotes:"A read-aloud is an interactive language experience...where a teacher reads something, elicits a conversation from students. Those conversational turns are so essential in [a] read-aloud. It's a shared literacy experience around a text." —Molly Ness"What I don't think teachers understand, and I say this having been one of those teachers, is the intentionality that needs to happen in planning the read-aloud." —Molly Ness"When we add things like think-alouds and being explicit in our vocabulary, we are building [students'] metacognition and [their] abiliy to understand text." —Molly Ness"We all have those gaps in knowledge and life experiences, regardless of where we come from and regardless of our zip code and regardless of our personal or family situation." —Molly Ness

In the premiere episode of Season 8 of Science of Reading: The Podcast, Susan Lambert is joined by guests Reid Smith and Pamela Snow to lay the groundwork for a season entirely centered on knowledge and knowledge-building. Reid and Pamela—of the SOLAR Lab at La Trobe University in Melbourne, Australia—recently co-authored (along with many others) a review of the literature on background knowledge and literacy. In this discussion, they share what they learned, including some surprising takeaways. This episode examines the  complexity of building background knowledge, the important role it plays in literacy, and the reasons we've decided to spend a whole season exploring it!Show notes:Read: "The Role of Background Knowledge in Reading Comprehension: A critical review"Read: "Elementary Teachers' Perspectives on Teaching Reading Comprehension"Blog: The Snow Report Website: The SOLAR LabQuotes:“We decided we'd embark on a knowledge-rich curriculum where we would make deliberate decisions about what it is that we would like our students to know about the world in which we live and thinking carefully about the coherence and sequencing of that knowledge.”  —Reid Smith“This idea of having a coherent curriculum that systematically builds knowledge and skills over time is something that we think is really important for our kids.” —Reid Smith“There's a group of students who, even when they know they have the background knowledge that's required to make inferences in a text, they find that really difficult, that they have difficulty identifying the pieces of knowledge that they actually have that are going to enable them to make inferences with a particular text.” —Reid Smith“Explicit teaching is an important way of building accurate background knowledge, building schema about a topic that, of course, is an important social equity lever for us to pull because not all students have equal opportunities.” —Pamela Snow“Background knowledge has a particularly strong effect for those students who don't have other compensatory mechanisms to be able to pick up the ball when they don't have that background knowledge.” —Reid Smith“The long-term memory makes no distinction between information that's correct or incorrect…so, of course, the incorrect knowledge would impact on our understanding." —Reid Smith“I think we respect teacher autonomy when we give them the knowledge that they need about how the English writing system works, right across the Reading Rope, and how the English language works, right across the Reading Rope.” —Pamela Snow

In this episode, in honor of Dyslexia Awareness Month, we highlight Kareem Weaver's daughter Margaret "Margo" and nephew Elijah—both of whom learned they had dyslexia later in their young lives. After many struggles in school, Margo was diagnosed with dyslexia in high school. Meanwhile, Elijah was diagnosed with dyslexia only while he was incarcerated. Margo and Elijah discuss the impact of their diagnoses. Meanwhile, Kareem reflects on their stories and shares lessons learned for families and caregivers. Margo and Elijah also share their advice for educators and other young people about types of dyslexia. Show notes:Listen: Kareem Weaver's first interview with Susan: What it takes to be a literacy education changemaker.Listen: Kareem Weaver's most recent podcast appearance: The Right to Read: live from Plain TalkMuch more on dyslexia: Listen to S7E7 with Dr. Tim Odegard and S7E9 with Dr. Sally ShaywitzDocumentary: The Right to Read Website: FULCRUM (Full and Complete Reading is a Universal Mandate) Read: How dyslexia diagnosis changed a Bay Area high school softball player's lifeQuotes:"It made me realize I wasn't the problem; something was wrong with me. I just had a little bump in the road that was making it just a little bit harder for me." —Margo Weaver"It shouldn't take having to go to jail to get what you need to learn how to read. That's the bottom of it." —Kareem Weaver"Just try to take a deep breath in and ask questions." —Elijah Valencia"Even when they were trying to help me ... it's like they were expecting me to be learning at everybody else's pace." —Elijah Valencia"Real talk as a parent: We got to own up to stuff." —Kareem Weaver"When a kid can't read and life gets a hold of you, it's a life cycle. Next thing you know, you find yourself in situatins that you never would have imagined." —Kareem Weaver"Most parents are overwhelmed and they need an ally in the building." —Kareem Weaver"I just wish somebody kind of sat with me and told me that I wasn't stupid and that I was okay." —Margo Weaver

This is Part 2 of our conversation with Dr. Reid Lyon, one of the leading experts in reading research. After years working for and with the highest levels of the U.S. government, Dr. Lyon stepped away from working on reading research. However, in May 2023, he released his "Ten Maxims: What We've Learned So Far About How Children Learn to Read." Picking up where we left off last episode, Dr. Lyon continues to expand on what we know about how children learn—and explains how much of this information was known two decades ago when he was testifying before Congress. He also goes into what he sees in the current Science of Reading landscape, and what he hopes for the future, and how both of those things led to the creation of his "Ten Maxims."Show notes:Listen to: Embracing the complexity of learning to read (Part 1)Dr. Reid Lyon: “Ten Maxims: What We've Learned So Far About How Children Learn to Read”Keith Rayner's research: “Eye movements in reading and information processing: 20 years of research”Marilyn Adams: Beginning to ReadSusan Brady:  Phonological Processes in Literacy Emily Hanford: “Sold a Story: How Teaching Kids to Read Went So Wrong”Quotes:“The Science of Reading is cumulative and we're learning all kinds of new things.” —Dr. Reid Lyon“A more realistic look at reading is in fact to understand the complexity, but not be intimidated by it.” —Dr. Reid Lyon“When you're working on something that's so critical to a life—to a child's life—belief systems don't cut it. Evidence cuts it.” —Dr. Reid Lyon

Dr. Reid Lyon is one of the leading experts in reading research. After years working for and with the highest levels of the U.S. government, Dr. Lyon stepped away from his reading research. But in May 2023, Dr. Lyon released his "Ten Maxims: What We've Learned So Far About How Children Learn to Read." And of course Susan jumped at the chance to invite him onto the podcast. In a wide-reaching interview, Dr. Lyon traces his life story from the Vietnam War to the National Institute of Health. He also offers an expansive overview of what we know about teaching reading, how children learn—including a discussion of whole language vs. phonics—and his response to educators wondering what reading actually is and what methodology of teaching students to read is most effective. Be on the lookout for Part 2 of our interview with Dr. Reid Lyon, being released next week.Show notes:Dr. Reid Lyon: “Ten Maxims: What We've Learned So Far About How Children Learn to Read”Keith Rayner's research: “Eye movements in reading and information processing: 20 years of research”Marilyn Adams: Beginning to ReadSusan Brady:  Phonological Processes in Literacy Emily Hanford: “Sold a Story: How Teaching Kids to Read Went So Wrong”Quotes:“Phonics—that is, looking at letters, letter patterns, learning how to bring sound to associate to those letters—is absolutely essential, non-negotiable. It has to be learned. But it in no way is sufficient to be able to comprehend, which is the goal of reading.” —Dr. Reid Lyon“Reading is a complex behavior subserved by multiple systems in the brain that integrate and inform each other.” —Dr. Reid Lyon“It's a symphony of neural activity that undergirds this very complex behavior of just learning how to read. So when people boil reading down into phonics or whole language, it's just a false characterization.” —Dr. Reid Lyon“People somehow conflated this natural ability of oral language to develop—just expose kids, just shower them with language—to reading. And reading is by no means natural. It has to be taught. It does not reside in the brain systems.” —Dr. Reid Lyon“We're hampered by the teacher-knowledge issue. That's not a teacher's fault. That's a college of education system that is bereft of responsibility. It operates on philosophical foundations. It operates on belief systems. It's very politicized. It looks at reading as a right, which it is. But it doesn't look at the instruction of reading as methodology—strategies, direct and comprehensive programs that can help most kids learn to read.” —Dr. Reid Lyon

With a background as a classroom teacher, a master's in educational neuroscience, and a doctorate in special education, Dr. Neena Saha has seen all facets of education. In her work, she noticed a gap in the research-to-practice workflow for early literacy and dedicated herself to streamlining the process of finding and disseminating the best educational research for educators. Together, Susan Lambert and Neena discuss the need for reading researchers to work together and collaborate in a more focused and concerted group effort, the challenges of implementation, and how educators can best keep up with research that often feels overwhelming.Show notes:Listen: Our recent episode with Claude GoldenbergRead: Neena's monthly reading research updateWatch: Neena's July video about a Bayesian network meta-analysisWatch: Celebrating the Legacy of Dr. Bud RoseWebsite: Center for Research Use in EducationRead: “Survey of Evidence in Education for Schools Descriptive Report”Read: “The Book of Why: The New Science of Cause and Effect” by Judea PearlRead: Reading Research Recap—If you want to start receiving monthly notifications for this series, please register or sign in to your Lexile & Quantile Hub account and join the Reading Research mailing list.Quotes:"What I did was focus really on dissemination, right? Getting rid of that hurdle of, you know, there's so many journals out there." —Dr. Neena Saha"You have to look at the full body, you're like cherry picking stuff if you're going to social media and the person with the biggest megaphone wins or whoever has the most interesting way of presenting it." —Dr. Neena Saha"We need a more concerted effort. There needs to be a bunch of researchers that come together and hash it out. It can't just be single ones here and there." —Dr. Neena Saha"Teachers or educators out there right now, when you're feeling overwhelmed and you can't figure out how to find the evidence, or some evidence, guess what? We're affirming for you that there's no easy way to do it...this is more of a systemic problem." —Dr. Neena Saha"It's not enough to do the science. You have to make sure it gets out there." —Dr. Neena Saha

Growing up, Malcolm Mitchell considered reading and academics as a bare minimum means to get to play football. While his journey with football led to playing in the NFL, the work he is most proud of today is his literacy work and his own journey of learning to love reading, advocating for literacy, and writing children's books. In this conversation with Susan Lambert at the 2023 Plain Talk Conference—where Malcolm was the keynote speaker—Malcolm dives into his own process of teaching himself to become a proficient reader at the age of 19. Through the lens of his own struggles and triumphs, Malcolm shares a powerful testimony to the importance of cultural connection, access to books, community building, and understanding the true "why" behind reading to get students motivated to read.Show notes:Website: Share The Magic Foundation (ReadWithMalcolm.com)Watch: Malcolm's 2019 TEDxUGA talkRead with Malcolm's InstagramRead with Malcolm's TwitterRead with Malcolm's LinkedInQuotes:"I saw that [reading] as the thing that would allow me to become the best version of myself." —Malcolm Mitchell"Reading is the most self empowering tool a person could possess." —Malcolm Mitchell"I knew that I needed to surround myself with a group of readers to help foster an even greater love or deeper connection." —Malcolm Mitchell"It's not whether people want to do something or not. It's whether they understand the value of it." —Malcolm Mitchell"Our challenge is to create an atmosphere that hopefully makes students willing to learn. And that opens the door for a teacher to do what they do best." –Malcolm Mitchell"High school is probably the most confusing place because the things that you need to do most to position yourself for a fruitful life are the things that are ridiculed" —Malcolm Mitchell

Here to continue our discussion on dyslexia from earlier episodes in the season is an all-time leading expert on the topic: Dr. Sally Shaywitz, Co-founder and Co-director of the Yale Center for Dyslexia and Creativity. This literacy legend shares how she came to study dyslexia, the story of her seminal Connecticut Longitudinal Study, and all she's learned from her years of dyslexia research. Shaywitz will cover some of the biggest myths about dyslexia and also explain the "sea of strengths" possessed by people with dyslexia.Show notes:Book: Overcoming DyslexiaCoursera: Overcoming Dyslexia https://www.coursera.org/learn/dyslexiaNew York Times story: The Couple Who Helped Decode DyslexiaYale Center for Dyslexia: websiteQuotes:"It's so important to screen, to learn early that you may be at risk and then to follow up with more testing that may confirm you're dyslexic. When you have something, but it doesn't have a name, it leads to anxiety." —Dr. Sally Shaywitz"There are so many people who are slow readers who are brilliant thinkers. That's our 'sea of strengths' model." —Dr. Sally Shaywitz"We are so genetically driven to speak ... but we're not genetically driven to read." —Dr. Sally Shaywitz

When it comes to literacy education and cross-domain learning, it's critical to understand the relationship between reading and writing. In this episode, Susan talks to Steve Graham all about writing—and how it can be used to strengthen literacy. Graham served as chair of the What Works Clearinghouse Practice Guides on elementary and secondary writing, and is the current Regents and Warner Professor at Arizona State University. Together, he and Susan discuss ways to support student writing, hindrances to writing development, the importance of teaching handwriting skills, and why writing is essential to any literacy program.Show Notes: What Works Clearinghouse: “Teaching Elementary School Students To Be Effective Writers”Meta-analysis: “The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis”Book: Handbook of Writing ResearchArizona State University: ProfileQuotes:“Our development as writers might be something that you can think of as open-ended…it can expand ever outward.” —Steve Graham“Handwriting gets better, spelling gets better…students become better at constructing sentences in their writing. They tend to generate more content, and the quality of their writing may improve as well.” —Steve Graham“Any kid who has trouble with handwriting [or] spelling usually dislikes writing much more than their peers that do not have those difficulties, and they typically don't produce as much. And what they produce usually is just not as coherent or well connected.” —Steve Graham“What we see with exceptional teachers is they have their kids write. And at least through grades one to six, when students write, the quality of their writing gets better and their reading comprehension gets better.” —Steve Graham“Kids need to write, they need to write for a variety of purposes. And they also need to write for real reasons, for real audiences.” —Steve Graham“We want to create a community in which kids can thrive as writers and take risks.” —Steve Graham“We want to make sure that we're using reading and writing for the functional purposes of learning, because they make a huge difference. They're really the basic building blocks around which we acquire and understand information.” —Steve Graham

When we surveyed listeners, more than half of respondents said they wanted more conversations about teaching students with dyslexia! With that in mind, in this episode Susan is joined by Dr. Tim Odegard from Middle Tennessee State University. Odegard is a professor of psychology and holds the Katherine Davis Murfree Chair of Excellence in Dyslexic Studies. As someone with dyslexia himself, Odegard brings a unique perspective to this discussion where they debunk the idea of "the gift of dyslexia," discuss neurodiversity and talk about what needs to be done to change the system.Show notes:Dr. Tim Odegard's Twitter: @OdegardTimTennessee Center for the Study and Treatment of DyslexiaE-books from the Center for Dyslexia at Middle Tennessee State UniversityQuotes:“It's not easy, but life isn't easy and it's not fair and you don't get to write the rules. But how you play the game and how you persist is what defines you as a human being.” —Tim Odegard“Sure. You can turn lemons into lemonade, but all they're saying ism that it's a gift because you find a way to persevere, and any hardship could be that way, but when you're in the thick of it and you're actually living it, and you're just trying to get the ability to do your work and not feel like you're stupid. That's not a gift.” —Tim Odegard“We need to change the dialogue and say, this is about what's right for all kids. And this isn't about just dyslexia, that's the byproduct of doing what's right for all children.” —Tim Odegard