Teaching, Reading, and Learning: The Reading League Podcast

Rupen Fofaria is a storyteller at EDNC.org, where he examines how education policy shows up in classrooms and impacts teachers, students, and families. Rupen has invested much of his time since 2019 reporting stories about literacy instruction in North Carolina.  His stories about the body of research on how kids learn to read take readers inside classrooms, advance student and family narratives, explore challenges for early reading teachers, and study best practices in colleges of education. Prior to joining EdNC, Rupen was an attorney in Raleigh and Chicago, practicing start-up and intellectual property law.  In his (much) younger days, he was a sports writer for ESPN.com, the Raleigh News and Observer, and the Orlando Sentinel. Rupen's passion is shining light on untold and underreported issues.Further Resources and Rupen's Picks: Rupen Fofaria and his reporting Ending the Reading Wars: Reading Acquisition From Novice to Expert by Anne Castles, Kathleen Rastle, and Kate Nation Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It by Mark Seidenberg The Grapes of Wrath by John Steinbeck The Tristan Strong Series by Kwame Mbalia Theories of Adolescent Development by Barbara M. Newman and Philip R. Newman Y Guides “Out of anger comes controversy, out of controversy comes conversation, out of conversation, comes action.“  Tupac Shakur

Deborah is an education attorney in the San Francisco Bay Area currently representing families and students against school districts throughout Northern California. She is extremely passionate about her work and the rights of children with disabilities and children who are disproportionally affected by the failures of public schools. Deborah is an active member of the educational community and works with parents, teachers, administrators, service providers and local organizations to support the needs of vulnerable youth.Deborah has spent her entire legal career working on behalf of children. As a law student she worked as a legal intern and special education advocate for Disability Rights California and Bay Area Legal Aide, then quickly became the managing associate at a special education law firm in the District of Columbia where she represented low-income families in court appointed special education cases. Prior to relocating back to the Bay Area, Deborah co-founded The School Justice Project (“SJP”), a legal services and advocacy organization serving older students with special education needs who are involved in Washington DC's justice system. In 2013 Deborah started her own practice in Berkeley, California, Jacobson Education Law (“JEL”). In addition to her private practice, Deborah has worked as both co-counsel and of counsel for Disability Rights Education and Defense Fund (“DREDF”), and she currently serves as Of Counsel for The East Bay Community Law Center in their Education Justice Clinic. Deborah has effectively and compassionately represented hundreds of clients in special education matters. She is a frequent presenter at state and national conferences and provides trainings to local advocacy and parent groups.Further Resources and Deborah's Picks: More on the class action lawsuit against Berkeley Unified School District Disability Rights Education and Defense Fund The School Justice Project East Bay Community Law Center The Alchemist by Paulo Coelho Rising Strong by Brene Brown

Audie Alumbaugh received her master's degree in special education but has been an unpaid advocate for Arkansas children for over 10 years. Her passion began when teaching mathematics and recognizing that middle school and high school students were unable to perform at the potential when “word problems” were presented to them. it did not take long after that for her to realize the reading crisis in Arkansas. When her faculty position at the University of Central Arkansas and her advocacy for children resulted in what public school superintendents referred to as a “conflict of interest,” Audie left her faculty position knowing children's education is more important and much more urgently needed. Audie has advocated for thousands of children and attended thousands of 504 and IEP meetings around the state as well as several outside of her home state. In 2015 Audie founded the Arkansas Dyslexia Support Group and funded its activities herself. Audie works tirelessly with the Arkansas legislature. Through her work several laws have been enacted strengthening public schools' responsibility in identifying children with dyslexia and providing proper science-based intervention. Audie has assisted advocates in other states and worked to strengthen their laws as well. This is a labor of love for Audie. Further Resources and Audie's Picks: More on Audie's Work  Arkansas Dyslexia Support Group (75 Taylor Circle, Conway, AR 72032) Arkansas Reading Initiative for Student Excellence (R.I.S.E.) resources PBS NewsHour segment highlighting Arkansas and Audie's work Blueprint for a Literate Nation; How You Can Help by Cinthia Coletti  An Uphill Climb by Dave Sargent To whom much is given, much will be required (Luke 12:48)

Kelly Butler is the Chief Executive Officer of The Barksdale Reading Institute (BRI). The Institute's literacy work encompasses early childhood, parenting, professional development for teachers, teacher preparation, and developing literacy leaders.Ms. Butler is the author of two statewide studies and developed a subsequent statewide initiative to improve teacher preparation programs focused on early literacy instruction in Mississippi's 15 public and private universities. A former high school teacher in the Greenwich, Connecticut Public Schools, Ms. Butler holds a bachelor's degree in Special Education and a master's degree in Administration, Planning and Social Policy from Harvard University. She served by appointment to the Governor's Task Force on Teacher Preparation for Early Literacy Instruction and the State Reading Panel and, most recently, the Governor's Task Force on Educator Workforce Development. Kelly has leveraged the Institute's successful track record to initiate several multi-organization and multi-state initiatives, including The Big Dippers Short Course in the Science of Reading for Teach For America's National Summer Institute, The Path Forward: Bringing the Science of Reading to Teacher Preparation Programs and Licensure, and a twenty-member national team of reading experts to review the teacher preparation programs in a neighboring state. Kelly is frequently called upon to tell the story of Mississippi's literacy challenges and successes, and as more states are responding to the literacy instruction crisis, BRI has provided consultation to a number of legislative and philanthropic groups from various states.Kelly is the recipient of The Reading League's 2021 Benita Blachman award, for advancing evidence to practice.Ms. Butler lives in Jackson, Mississippi with her husband, Thorne. They have five daughters.Further Resources and Kelly's Picks: Barksdale Reading Institute Reading Universe Parents for Public Schools Emily Hanford's APM Reports The Hunt Institute Reach Out and Read The Velveteen Rabbit by Margery Williams Travels with Charley; In Search of America by John Steinbeck Books by Wallace Stegner The Love Songs of W.E.B. DuBois by Honoree Fanonne Jeffers Middlemarch by George Eliot

Shawn Anthony Robinson Ph.D. is a full-time reading instructor at Madison College, a Senior Research Associate in the Wisconsin's Equity and Inclusion Laboratory (Wei LAB) at the University of Wisconsin-Madison, a social entrepreneur, co-founder of Doctor Dyslexia Dude, former board member of the International Dyslexia Association, and serves on the inaugural advisory council of Benetech, a nonprofit that empowers communities with software for social good . Dr. Robinson graduated from the University of Wisconsin Oshkosh (UWO) with a Bachelor of Science in Human Services, a Master's in Education from DePaul University, and a PhD in Language and Literacy from Cardinal Stritch University. Robinson has over 40 peer-reviewed publications and received several distinguished honors throughout his early career such as: the 2017 Alumni Achievement Award/New Trier High School Alumni Hall of Honor; the 2016 Outstanding Young Alumni Award from UWO; and received “Educator of the Year” from All-State Insurance (Chicago) 2005. Robinson is also a Life Member of Alpha Phi Alpha Fraternity, Inc. Further Resources: Dr. Robinson's website Word Analysis Course developed by Shawn Robinson for the Learning Differences Innovation Center @ Madison College Blog about the pilot course at Madison College Dr. Dyslexia Dude website Dr. Robinson's Scholarly Work: Robinson, S. A. (2018). A study designed to increase the literacy skills of incarcerated adults. The Journal of Correctional Education, 69(1), 60–72. Robinson, S. A. (Ed.) (2018). Untold narratives: African Americans who received special education services and succeeded beyond expectations. Information Age Publishing. Robinson, S. A. (2020). Culturally responsive representation in graphic novels matter for African American boys with reading disability. Journal of African American Males in Education, 11(1), 23–36. Robinson, S. A., & Thompson, C. L. (2019). Promoting academic readiness for African American males with dyslexia: Implications for preschool to elementary school teaching. Reading and Writing Quarterly, 35(1),1–64. [Invited to reprint in an edited book with Routledge]. Robinson, S. A. (2019). Critical literacy impacts African American boys' reading identity. Gifted Child Today, 42(3), 150–156.

Jeannine Herron, Ph.D. is a research neuropsychologist. After ten years of dyslexia research at University of California at San Francisco, she became founder/CEO of Talking Fingers. She was the Principal Investigator on five Small Business Innovation Research grants from the National Institute of Child Health (NICHD) to develop and do research with early literacy software, in collaboration with Joe Torgesen, Carol Connor, Linnea Ehri, Patricia Mathes, Margie Gillis, and others whose mentorship enriched her research and her life. She is the author of several books, including  Making Speech Visible: How Constructing Words Can Help Children Organize their Brains for Skillful Reading.Additional Resources: Talking Fingers (Includes more about Jeannine Herron as well as information about Talking Shapes;  Read, Write and Type;  and Wordy Qwerty). Books by Jeannine Herron: Neuropsychology of Left-Handedness  Voyage of the Aquarius Our Big Blue Schoolhouse Making Speech Visible: How Constructing Words Can Help Children Organize Their Brains for Skillful Reading Jeannine's Picks: The Swerve: How the World Became Modern by Steven Greenblatt   The Written World: The Power of Stories to Shape People, History, and Civilization by Martin Puchner   Norman Geschwind Marianne Diamond Writing Road to Reading by Ramalda Spalding  Select Publications by Jeannine Herron: Torgesen, J.K., Wagner, R.K., Rashotte, C.A., Herron, J. and Lindamood, P; Computer-assisted instruction to prevent early reading difficulties in students at-risk for dyslexia: Outcomes from two instructional approaches.  Annals of Dyslexia, vol 60, p 40-46, 2009. Galin, D., Raz, J., Fein, G., Johnstone, J., Herron, J., and Yingling C.D., EEG spectra in dyslexic and normal readers during oral and silent reading. Electroenceph. Clin. Neurophysiol. 82:87-101, 1992. Galin, D., Herron, J., Fein, G., Johnstone, J., and Yingling C.D., EEG measures of hem. spec. in dyslexic and normal reading children. Brain and Language 35:241-253, 1988. Fein, G., Galin, D., Yingling C.D., Johnstone, J., Davenport, L., & Herron, J., EEG spectra in dyslexic and control boys during resting conditions. EEG Clin. Neuro. 63:87-97, 1986. Brown, B., Haegerstrom-Portnoy, G., Herron, J., Galin, D., Yingling, C.D., and Marcus, M., Static postural stability is normal in dyslexic children. J. Learning Dis. 18:31-34, 1985. Johnstone, J., Galin, D., Fein, G., Yingling C.D., Herron, J., and Marcus, M., Regional brain activity in dyslexic and control children during reading tasks: Visual probe event-related potentials. Brain and Language 21:233-254, 1984. Fein, G., Galin, D., Yingling C.D., Johnstone, J., and Herron, J., EEG in dyslexia. In C. Susskind (Ed.) Interdisciplinary Studies, Report 83-1, College of Engineering, University of California, Berkeley, pp. 86-92, 1983. Brown, B., Haegerstrom-Portnoy, G., Adams, A.J., Yingling, C.D., Galin, D., Herron, J., and Marcus, M., Predictive eye movements do not discriminate between dyslexic and control children. Neuropsychologia, 21: 121-128, 1983. Brown, B., Haegerstrom-Portnoy, G., Yingling, C.D., Herron, J., Galin, D., and Marcus, M., Dyslexic children have normal vestibular responses to rotation. Arch. Neurology, 40: 370-373, 1983. Galin, D., Ornstein, R., Herron, J., and Johnstone, J. Sex and handedness differences in EEG measures of hemispheric specialization. Brain and Language 16, 19-55, 1982. Herron, J. Integrating Electrophysiology into Research in Learning Disabilities. International Neuropsychological Society, Atlanta, February, 1981. Ornstein, R., Johnstone, J., Herron, J., and Swencionis, C. Differential right hemisphere engagement in visuospatial tasks. Neuropsychologia, Vol. 18 pp. 49 to 64. 1980. Herron, J. Two Hands, Two Brains, Two Sexes. Chapter in Neuropsychology of Left-Handedness, Academic Press, 180.

Angie Hanlin is a dedicated and passionate leader for change in schools and classrooms.  She currently serves as the superintendent at the School District of Thorp in Thorp, Wisconsin where she works tirelessly to positively transform teacher practice and student achievement. She bases her career on the belief that ALL students can learn and perform at high levels of achievement when they are given highly engaging, research-based instructional practices and targeted specific interventions.  She creates a growth mindset among her students, staff, and community and uses character education to shape and sustain a positive culture of collaboration and growth that is focused on learning.Angie has over 20 years of experience in education where she has served in the roles of classroom teacher, curriculum coordinator, instructional coach, professional development coordinator where she worked to train and coach teachers on effective instructional practices and strategies, and as a building principal at Matthews Elementary in the New Madrid County R-1 School District. She has received numerous awards for her performance in the classroom and has found a new passion for working with building leaders to promote systems to improve literacy for all students.Angie received the 2019-2020 Outstanding Rural Administrator Award from MARE (Missouri Association of Rural Educators).  She is now on a journey of literacy improvement, systems & structure work, and school district transformation with the amazing staff, students, and community members at the School District of Thorp.Dr. Sam Duncan is the Superintendent of Schools for the New Madrid County R-1 School District (NMCR-1) where he began his career as a high school English/foreign language teacher in 1988. After serving as a junior high principal at NMCR-1, he moved to another district as a middle school principal, and then to central office administrator. He returned to NMCR-1 in 2016 to take his current position.Dr. Duncan has led NMCR-1 through a season of heralded improvements. This upper-Mississippi-Delta school system covers 470 square miles with 7 city councils. Since 2016, the district has experienced significant improvements in literacy, school security, financial stability, co-curricular offerings, and technical skills expansion, while also cutting the percent of students with IEPs in half.Duncan is most proud of the continued support of the R-1 Board of Education in the promotion of student literacy. He touts the ever-pressing commitment of his leadership team, as well as the tenacious efforts of faculty and staff to grow assessment-capable learners and students who “don't just read, but read well!” NMCR-1 continues to drive toward being a well-ordered, highly collaborative, data-driven, impressively impactful, and “globally consistent yet individually responsive” Pk-12 educational community.Additional Resources: Visible Learning by John Hattie   Explicit Instruction by Anita Archer Essentials of Assessing, Preventing, and Overcoming Reading Difficulties by David Kilpatrick   Schools Cubed Growth Mindset Angie's Picks: Tuck Everlasting by Natalie Babbitt Collective Efficacy: How Educators' Beliefs Impact Student Learning by Jenni Anne Marie Donohoo  Angie's Advice for Principals: Start the work Accept Where You Are and Own It Give Yourself Permission to Lead Never Give Up. Our Students Need Us Reach Out and Ask for Help Sam's Picks: Violinist's Thumb: And Other Lost Tales of Love, War, and Genius, as Written by Our Genetic Code by Sam Kean   Annual Growth for All Students, Catch-Up Growth for Those Who Are Behind by Lynn Fielding, Nancy Kerr, and Paul Rosier   Sam's Advice for Superintendents: Protect the Process Replicate Wins Relentlessly Engage at the Ground Level Focus on Knowledge-Creation Across the District Ensure Board Engagement Build Capacity to Continue the Work

Dr. Tracy Weeden is a seasoned and passionate leader dedicated to advancing literacy and academic excellence for children and adults. With an Ed.D in Educational Leadership, Tracy has spent her career creating and building innovative programs, systems, and teams focused on providing enhanced learning opportunities and exceptional outcomes for students.Tracy is a true visionary when it comes to improving the world through education. Her innovative style of leadership, combined with her compassionate and engaging nature, enables her to successfully manage change and growth across a diverse constituent base including Boards of Trustees, donors, staff, parents, teachers, educational partners, and students.In her current role as President and CEO of Neuhaus, she provides leadership and support in the areas of financial management, recruitment and development of staff, fundraising initiatives, initiating and furthering relationships with NEC partners, and guidance of professional and public relations.Prior to joining Neuhaus, Tracy was the Executive Director of Academic Planning with Houghton Mifflin Harcourt Intervention Services Group (a division recently acquired from Scholastic Achievement Partners). In this capacity, Dr. Weeden provided executive consulting nationally on the development of systems that helped school districts improve student achievement and address barriers to rigorous, relevant learning. Prior to Scholastic Achievement Partners, she spent more than five years as the Assistant Superintendent for Curriculum, Instruction and Assessment for the Houston Independent School District.Additional Resources: Neuhaus Education Center  The Science of Reading: A Defining Movement  Tracy's Picks: Dare to Lead by Brene Brown When to Walk Away: Finding Freedom from Toxic People by Gary Thomas Transforming School Culture: How to Overcome Staff Division by Anthony Muhammad Little Women by Louisa May Alcott The Lion, the Witch, and the Wardrobe by C.S. Lewis I Know Why the Caged Bird Sings by Maya Angelou Making Obama (interview) by Jenn White  Making Obama: Bonus (interview) by Jenn White  Making Oprah (interview) by Jenn White

Dr. Jan Hasbrouck is a researcher, educational consultant, and author. She served as Executive Consultant to the Washington State Reading Initiative and as an advisor to the Texas Reading Initiative. Dr. Hasbrouck was a reading specialist and literacy coach for 15 years before teaching at the University of Oregon and later becoming a professor at Texas A&M University. Dr. Hasbrouck has provided educational consulting to individual schools across the United States as well as in Mexico, Peru, Guatemala, Honduras, Jamaica, and Germany, helping teachers, specialists, and administrators design and implement effective assessment and instructional programs targeted to help low-performing readers.Dr. Hasbrouck earned her B.A. and M.A. from the University of Oregon, and completed her Ph.D. at Texas A&M. Her research in areas of reading fluency, reading assessment, instructional coaching, and English Learners has been published in numerous professional books and journals. She is the author and coauthor of several books including “Conquering Dyslexia”, “Reading Fluency”, “Student-Focused Coaching” and “Educators as Physicians”, along with several assessment tools. In 2019 she helped found Read Washington, a 501(c3) nonprofit organization with the mission to “provide professional development opportunities, based on the science of reading, so every student becomes a skilled and confident reader.” She also enjoys volunteering at her grandson's K-8 school in Seattle.Further Resources by Jan Hasbrouck Conquering Dyslexia:  A Guide to  Early Detection and Intervention for Teachers and Families Reading Fluency: Understand, Assess, Teach   Student-Focused Coaching; The Instructional Coach's Guide to Supporting Student Success through Teacher Collaboration Hasbrouck-Tindal 2017 ORF Norms  Other Resources Mentioned: Explicit Instruction by Anita Archer “Ladder of Reading” by Nancy Young  Siegfried “Zig” Engleman    The ABCs of CBM by Hosp, Hosp, and Howell  The Right to Read Project   The Reading League's Defining Movement   Read WA Jan's Picks Quote: “If the student hasn't learned, the teacher hasn't taught.”  Zig Engleman Little House on the Prairie Book Series by Laura Ingalls Wilder The Social Animal by Elliot Aronson

In this episode, we'll talk with Dusty, Dott, and Alphabott, learn how they became friends and discover how they are sharing Dusty's journey in learning to read. You'll find out all about their television show and how Dusty and Dott have worked with The Reading League to ensure that the science of reading is the foundation for the show.  After hearing from our friends, we hope you'll become a Reading Buddy, too!The Reading League's Reading Buddies launches in September 2021 and can be viewed on YouTube and WCNY-PBS. Like the show on Instagram, Facebook or Twitter to stay informed and subscribe to the show's YouTube channel to be notified of new episodes and videos when they are released.  Learn more about The Reading League's Reading Buddies at www.thereadingleague.org/Reading-Buddies.Join The Reading League's Reading Buddies on Social Media: https://www.facebook.com/ReadingBuddiesTRL/ https://twitter.com/ReadingBuddies_ https://www.instagram.com/readingbuddiestrl/ https://www.youtube.com/channel/UCS7JPyTm7Af_1Y-wl9YT9HQ https://www.thereadingleague.org/reading-buddies/

Pam Kastner, Ed.D., is an educational consultant at the Pennsylvania Training and Technical Assistance Network (PaTTAN) in Harrisburg, where she serves as the State Lead Consultant for Literacy. Pam currently co-leads Pennsylvania's Dyslexia Screening and Early Literacy Intervention Pilot Program extension and expansion for PaTTAN. In addition, she is part of a research team investigating the impact of explicit instruction in advanced phonemic awareness on student literacy outcomes. She serves on the statewide Multi-tiered System of Supports (MTSS) team working extensively in the area of literacy, effective instruction, formative assessment, and professional learning communities. She has served in a number of leadership capacities at the district level and served as a Pennsylvania Distinguished Educator for the Pennsylvania Department of Education. Pam is a certified Language Essentials for Teachers of Reading and Spelling (LETRS) trainer and a certified reading specialist. Pam also has the honor of serving as the President of The Reading League Pennsylvania.Today's sponsor is Reading Horizons. Reading Horizons programs deliver proven supplemental core literacy instruction, based on the science of reading. The Reading Horizons podcast, named Podclassed, takes a deep dive into learning-focused topics such as structured literacy, social-emotional learning, dyslexia, and ed-tech with host, Laura Axtell—an educator and trainer with over 26 years of experience in instructional and administrative settings.  Visit readinghorizons.com/podcast to learn more.Further Learning/Resources from Dr. Kastner Pam Kastner's Comprehensive Literacy Collection  Emily Hanford's APM Reports The Reading League Pennsylvania  Pam's Picks To Kill a Mockingbird by Harper Lee  The Gruffalo by Julia Donaldson Being Heumann: An Unrepentant Memoir of a Disability Rights Activist by Judith Heumann

Linnea C. Ehri  Ph.D. is an American psychologist, currently Distinguished Professor Emerita of Educational Psychology at The Graduate Center of the City University of New York. Dr. Ehri received her B.S. in Psychology at the University of Washington in Seattle and her M.A. in Psychology at San Francisco University. She received her Ph.D. from the University of California, Berkeley.  Prior to joining the faculty of The Graduate Center CUNY as a Distinguished Professor in 1991, Linnea was a professor at the University of California, Davis.    Linnea has served on editorial boards of nine scientific journals. She has published over 100 research papers and edited two books. Her studies have contributed to our understanding of psychological processes and sources of difficulty in learning to read and spell.She has received awards for distinguished research from the Society for the Scientific Study of Reading (SSSR), American Educational Research Association, International Reading Association, and National Reading Conference. She is a member of the Reading Hall of Fame, and past president of SSSR. She was a member of the National Reading Panel that was established by the U.S. Congress to evaluate evidence indicating effective methods of teaching reading. On this panel she chaired the committee that reviewed research on phonemic awareness instruction and systematic phonics instruction. Although Dr. Ehri has recently received Faculty Emeritus status, she continues to advise students and offer her expertise on literacy development and reading instruction.   Recent publications have examined the ways in which children and young adults learning orthographic mapping and spelling.This podcast is sponsored by Heggerty. The Heggerty curricula has 35 weeks of phonological and phonemic awareness lesson plans aligned to the science of reading. Systematic daily lessons require minimal teacher prep time and take just 10-12 minutes to complete. The Heggerty curricula is available in both English and Spanish, and it's being used by thousands of school districts across the US, Canada, and Australia. Learn more about the curricula, our intervention book, and decodable readers at heggerty.orgFurther Learning and Resources from Dr. Ehri Ehri, L.C. (2020). The science of learning to read words: A case for systematic phonics instruction. Reading Research Quarterly, 55(1), S45-S60. Special Issue: The Science of Reading: Supports, Critiques, and Questions.  Ehri, L. (1998). Research on learning to read and spell:  A personal-historical perspective.  Scientific Studies of Reading, 2, 97-114. Ehri, L. (2005). Development of sight word reading: Phases and findings. In M. Snowling & C. Hulme,(Eds.), The science of reading, a handbook (pp. 135-154). UK: Blackwell. Ehri, L.C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5–21.  Further Reading and Exploration Bhattacharya, A. & Ehri, L. (2004). Graphosyllabic analysis helps adolescent struggling readers read and spell words. Journal of Learning Disabilities, 37, 331-348. Boyer, N., & Ehri, L.C. (2011). Contribution of phonemic segmentation instruction with letters and articulation pictures to word reading and spelling in beginners. Scientific Studies of Reading, 15(5), 440–470. Chambré, S.J., Ehri, L.C., & Ness, M. (2020). Phonological decoding enhances orthographic facilitation of vocabulary learning in first graders. Reading and Writing, 33(5), 1133–1162.  Gaskins, I., Ehri, L., Cress, C., O'Hara, C., & Donnelly, K.  (1996). Procedures for word learning:  Making discoveries about words.  The Reading Teacher, 50, 312-327. Gonzalez-Frey, S.M., & Ehri, L.C. (2021). Connected phonation is more effective than segmented phonation for teaching beginning readers to decode unfamiliar words. Scientific Studies of Reading, 25(3), 272-285. Rosenthal, J. & Ehri, L. (2008). The mnemonic value of orthography for vocabulary learning. Journal of Educational Psychology, 100, 175-191. Sargiani, R., Ehri, L., & Maluf, M.R. (in press). Teaching beginners to decode consonant-vowel syllables using grapheme-phoneme subunits facilitates reading and spelling compared to teaching whole syllable decoding. Reading Research Quarterly. Shmidman, A. & Ehri, L. (2010). Embedded picture mnemonics to learn letters. Scientific Studies of Reading, 14, 159-182. Other works mentioned by Dr. Ehri Noam Chomsky Jeanne Chall Phonology and the Problems of Learning to Read and Write by Liberman and Shankweiler   Linnea's Picks The Winthrop Woman by Anya Seton A Promised Land by Barak Obama

Dr. Maryanne Wolf is a scholar, a teacher, and an advocate for children and literacy around the world. She is the Director of the newly created Center for Dyslexia, Diverse Learners, and Social Justice at the UCLA Graduate School of Education and Information Studies. Previously she was the John DiBiaggio Professor of Citizenship and Public Service and Director of the Center for Reading and Language Research in the Eliot-Pearson Department of Child Study and Human Development at Tufts University. She is the author of Proust and the Squid: The Story and Science of the Reading Brain (2007), Dyslexia, Fluency, and the Brain (2001), Tales of Literacy for the 21st Century (2016), and Reader Come Home: The Reading Brain in a Digital World (2018). Dr. Wolf’s many awards include the highest honors from International Dyslexia Association and The Dyslexia Foundation; Distinguished Researcher of the Year for Learning Disabilities in Australia;   Distinguished Teacher of the Year from the American Psychological Association; and the Christopher Columbus Award for Intellectual Innovation for co-founding  Curious Learning: A Global Literacy Initiative, with deployments in Africa, India, Australia, and rural United States.  She is also the recipient of The Reading League’s Benita Blachman award in honor of her extraordinary contributions to literacy. Finally, Maryanne has been elected to the Vatican Academy of Science. Today’s sponsor is Reading Horizons. Reading Horizons programs deliver proven supplemental core literacy instruction, based on the science of reading. The Reading Horizons podcast, named Podclassed, takes a deep dive into learning-focused topics such as structured literacy, social-emotional learning, dyslexia, and ed-tech with host, Laura Axtell—an educator and trainer with over 26 years of experience in instructional and administrative settings.  Visit readinghorizons.com/podcast to learn more.Further Reading and Exploration Proust and the Squid: The Story and Science of the Reading Brain by Maryanne Wolf  Dyslexia, Fluency, and the Brain by Maryanne Wolf  Tales of Literacy for the 21st Century by Maryanne Wolf  Reader, Come Home: The Reading Brain in the Digital World by Maryanne Wolf The Coming Literacy Crisis: There’s No Going Back to School as We Know It by Comer Yates, Renee Boynton-Jarrett, and Maryanne Wolf  Maryanne’s Picks Between Heaven and Mirth: Why Joy, Humor, and Laughter Are at the Heart of the Spiritual Life By James Martin  The writings of Dietrich Bonhoeffer The writings of Father John S. Dunne Middlemarch by George Eliot Noam Chomsky and Carol Chomsky  Jeanne Chall   How We Read Now by Naomi S. Baron  Crash Landing on You (Television series; Netflix) Find Yourself (Television series; Netflix)

Parker Palmer is a world-renowned author, educator, and activist who focuses on issues in education, community, leadership, and social change. This episode touches on a wide range of relevant topics, including the importance of healthy dialogue, listening well, why community is critical, and how we can cultivate relentless gratitude. Parker infuses the discussion with his abundant wisdom and humor, and makes clear his immense respect and compassion toward educators. Because of the breadth and depth of this conversation, we’ve divided it into two parts. Give yourself the gift of time, to savor the words and presence of Parker Palmer.

Parker Palmer is a world-renowned author, educator, and activist who focuses on issues in education, community, leadership, and social change. This episode touches on a wide range of relevant topics, including the importance of healthy dialogue, listening well, why community is critical, and how we can cultivate relentless gratitude. Parker infuses the discussion with his abundant wisdom and humor, and makes clear his immense respect and compassion toward educators. Because of the breadth and depth of this conversation, we’ve divided it into two parts. Give yourself the gift of time, to savor the words and presence of Parker Palmer.

When asked to describe Anita Archer, people use the words talented, beloved, pragmatic, and delightful. Anita and her work resonate deeply with teachers, and this is no surprise. Throughout her 50+ years in education Anita considers herself first and foremost a teacher. Her contributions to the field are prolific; she is well-known in particular for enriching our understanding of explicit instruction. “How well you teach= how well they learn” and “Teach with passion. Manage with compassion” are just two of the many memorable truths that Anita shares during this lively and lovely discussion.

Like many teachers, Jessica Pasik came into the profession for deeply personal reasons and to answer a calling. Also like many teachers, her initial training did not prepare her in evidence-aligned practices. Jessica talks about her “aha” moment, how she saw results with her students, and how it changed her practice forever. From her boots-on-the-ground perspective, Jessica addresses common misconceptions around the science of reading, along with the community and culture necessary to nurture and sustain long-term change. This lively discussion will resonate with any of us who have traveled the journey to the science of reading. Jessica’s commitment and passion will inspire you, as she reinforces that as educators we always strive to learn, grow, and move forward. “These are OUR kids, we all own them, we are all responsible for instructing them.” –Jessica Pasik

Dr. Maria Murray and Dr. Jorene Cook are founding members of The Reading League. In this episode, they offer insights into the journey many of us have taken in teaching and parenting, coming from a place of trying to solve a problem to gaining new knowledge and practice. We’ll talk about moving from frustration to advocacy, from curiosity to community, and ultimately to transforming reading instruction through the Science of Reading. You’ll learn about how The Reading League was formed and some of the incredible events and people that have allowed it to grow from a grassroots group to a national movement.

Dr. Tim Shanahan’s distinguished career has led him from teaching first grade to leading groundbreaking research panels. With over 200 publications on literacy, his work emphasizes how to improve reading achievement based on the research. He is considered one of the premier literacy educators, is widely followed through his blog and on social media, and is a sought-after speaker. In this episode, Tim reflects on his legacy, his ongoing work, and what he sees as our greatest challenges in the teaching profession.

Over the past few years, APM Reports correspondent Emily Hanford has been researching, writing and broadcasting about reading instruction in the United States, and has elevated the conversation to the national sphere. In this episode, Emily talks about how her educational reporting led her to discover how the system is failing so many children, why her work is striking such a deep chord, and why this is an urgent social justice issue.

Dr. David Kilpatrick is a psychologist, professor, researcher, and author whose contemporary work greatly influences our understanding of reading instruction and assessment in today’s classrooms. He speaks to sold-out crowds everywhere he goes, and today he’ll talk about influences on his work, understandings and misunderstandings, and his hopes for the future of reading instruction.

Dr. Louisa Moats is a renowned teacher, psychologist, researcher, and author. In this episode, she talks about her beginnings in the field, why there are still barriers to translating evidence to teaching practice, the essential next steps we need to take to ensure all teachers can teach all kids to read, and her greatest hopes for the teachers and children of this country.