Podcasts about Comprehension

This edWeb podcast is sponsored by Really Great Reading.The edLeader Panel recording can be accessed here.Language comprehension is foundational to reading, yet it can feel difficult to define and even harder to teach at scale. It begins with oral language and develops over time, with decoding strengthening the pathway to meaning. While frameworks such as Scarborough's Reading Rope and the Simple View of Reading highlight its importance, many districts lack a clear, actionable roadmap for building it across classrooms.Research points to specific skills that distinguish strong comprehenders, including vocabulary knowledge, inference making, syntactic processing, background knowledge, self-regulation, and motivation. This edWeb podcast focuses on how these components come together in instruction, with a deeper look at vocabulary and inference making as high-impact levers for improving comprehension.In this session, you learn:The types of inferences students need to actively construct meaning from textHow vocabulary depth and inference making work together to build understanding across contextsWhat it takes to implement language comprehension instruction effectively across classrooms and districtsThis edWeb podcast is of interest to K-12 teachers, school leaders, district leaders, and education technology leaders.Really Great ReadingWe Do Big Things for Districts. We Raise Reading Scores and Prevent and Remediate Reading Failure.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

It's another Mailbag episode of Classical Et Cetera! This week the Core Four tackles your questions on several topics, including whether comprehension questions steal the joy of reading, how to school multiple children together as a family, and whether your kids even need to know why they're learning Latin. We also dig into the difference between the classical virtues and the fruits of the Spirit, and what to do with the Lord's name in vain when it shows up in literature. Send us your questions at podcast@memoriapress.com.   *What We're Reading* from This Episode:  "After Midnight" Daphne Du Maurier (Paul) "Brideshead Revisited" Evelyn Waugh (Tanya) "Ironwood" Michael Connelly (Martin) "The Marriage Portrait" Maggie O'Farrell (Jessica) "Cloud Cuckoo Land" Anthony Doerr (Jessica)

Your Literacy Block Series: Part 1If you've ever wondered:“How do I actually help my students comprehend what they read?” …this episode is for you.Reading comprehension is the goal of reading instruction—but it's not just one strategy or skill. In this episode of The Stellar Teacher Podcast, we're kicking off a brand-new series all about building an effective upper elementary literacy block.We're sharing:What reading comprehension actually isWhy comprehension should be woven throughout your literacy blockThe key components that support comprehensionA simple research-backed 3-2-1 framework you can use with ANY textYou'll walk away with practical ideas for building background knowledge, teaching vocabulary, supporting sentence-level understanding, asking meaningful questions, and using writing about reading to deepen comprehension.If you've ever wondered how to actually help students better understand what they read, this episode is for you.Resources Mentioned:⭐ Whole Group Lessons with built-in 3-2-1 comprehension support only available in the Stellar Literacy Collective ⤵︎⭐The Stellar Literacy Collective: stellarteacher.com/slc

In this message, Pastor Dan explores Acts 2:1–24, explaining Pentecost's Jewish roots, its reversal of the Tower of Babel, and how the Holy Spirit enabled people to hear the gospel in their hearts and minds. The message emphasizes that spiritual gifts exist to proclaim Jesus, encourages openness to the Spirit, and invites listeners to receive and share God's love.

On this Science of Reading Essentials episode we're diving into the science of learning to explore how memory, cognitive load, and knowledge building can transform your literacy instruction. Host Susan Lambert, Ed.D., weaves in the insights of our experts—Natalie Wexler; Nathaniel Swain, Ph.D.; Hugh Catts, Ph.D.; Daniel Willingham, Ph.D.; Peter C. Brown; Jamey Peavler, Ed.D.; and David Rapp, Ph.D. Susan reflects on: how memory works and why understanding its processes is foundational to effective teaching; why cognitive load theory and background knowledge are game-changers for literacy instruction; evidence-based strategies that make learning stick.Show notes:Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert for a pair of sessions that will help you dive deeper into reading comprehension research.Check out full episodes with our featured guests: The science of learning, the humility of teaching, with Peter C. BrownComprehension is not a skill, with Hugh CattsWhen not to differentiate: A guide to small-group instruction with Jamey PeavlerThe truth behind learning, with Nathaniel SwainThe Knowledge Gap: Natalie WexlerCognitive science-informed teaching, with Natalie WexlerUnlocking reading: Comprehension strategies vs. knowledge building, with Daniel WillinghamThe science of memory and misinformation, with David RappListen to Amplify's Beyond My Years podcastCheck out our Science of Reading Essentials episodes. Join our community Facebook group.Connect with Susan Lambert.Quotes:"Memory is a cognitive process. It's the way the brain encodes, stores, and retrieves information." —Susan LambertTimestamps*:0:00 Introduction05:00 Memory is a cognitive process07:00 Cognitive load theory10:00 Role of long-term memory for reading15:00 Process of building knowledge in long-term memory21:00 You can't learn something new if it doesn't connect to something you already know.24:00 Applying learning science to the literacy classroom30:00 Power of writing31:00 Final advice*Timestamps are approximate

Episode 139As we continue our focus on comprehension this month, we're revisiting one of our most essential conversations.In this episode, we explore a foundational truth about reading: comprehension depends on knowledge.We're joined by cognitive scientist Daniel Willingham, who explains why background knowledge is one of the strongest drivers of reading comprehension and why strategies alone can't compensate for gaps in knowledge.We also talk with Barbara Davidson, Executive Director of the Knowledge Matters Campaign, about the role strong, knowledge-building curriculum plays in helping students access complex text.Whether this is your first listen or a return, this episode remains foundational.ResourcesKnowledge Matters Campaign website Books by Daniel WillinghamReading Rockets Q&A with Daniel WillinghamIf you're enjoying Melissa & Lori Love Literacy, bring us to your school or event.We offer keynotes, presentations, and live podcast-style sessions focused on practical, science of reading–aligned strategies aligned to our podcast and book, The Literacy 50. Email LiteracyPodcast@greatminds.org to learn more.Get free resources and updates at literacypodcast.com.

Do you wish you were free from the pain of your past? Join Marilyn and Sarah as they talk with author Joan Hunter about her new book, Freedom Beyond Comprehension, and how you can claim your freedom today!

What does it actually take to see trouble coming before it derails your conversations?In this solo episode, Michael Reddington breaks down one of the foundational pillars of the Disciplined Listening Method: situational awareness. Drawing on research from Air Force scientist Mica Endsley and John Boyd's OODA loop, Michael explains how the same awareness framework used to keep pilots and soldiers safe can transform the way professionals navigate high-stakes conversations.This episode gives you a practical framework for understanding all the variables at play before, during, and after any consequential conversation. If you've ever walked away from a difficult exchange wishing you had seen it coming, this one is for you.Michael walks through the three phases of situational awareness (perception, comprehension, and projection) and maps them directly to communication strategy. He then introduces six specific factors that shape every conversation, from the assumptions we bring to the environment we choose, and explains why failing to account for any one of them is often what creates the resistance, the missed signals, and the unexpected outcomes we'd rather avoid.What You'll Learn in This EpisodeWhy the most common situational awareness failure is not missing information, but failing to look at the right information at the right timeThe three phases of situational awareness and how to apply each one before a high-stakes conversationSix factors that shape how every conversation unfolds and why most people only consider one or two of themHow expectations and preconceived notions quietly limit your ability to observe accuratelyWhy the most consequential conversations are often the ones with the softest perceived consequencesHow goal clarity before a conversation directly determines the quality of your decisions during itChapters(00:00) Introduction: Situational Awareness as a Communication Tool(00:54) From Physical Safety to Strategic Communication(01:52) Defining Situational Awareness Operationally(04:32) Mica Endsley's Three Phases: Perception, Comprehension, and Projection(06:12) The OODA Loop and Why You Miss What's Right in Front of You(08:27) What Blocks Situational Awareness: Distractions, Dynamics, and Assumptions(10:49) The Six Factors Shaping Every Conversation(16:36) How Awareness of All Six Factors Elevates Your Communication StrategyLinks and ResourcesThe Disciplined Listening Method by Michael Reddington -- https://a.co/d/0aKT2oxRSponsor Links:InQuasive: http://www.inquasive.com/Humintell: Body Language - Reading People - HumintellEnter Code INQUASIVE25 for 25% discount on your online training purchase.International Association of Interviewers: Home (certifiedinterviewer.com)Podcast Production Services by EveryWord Media

The post Equipping Hour: Beyond Comprehension appeared first on Grace Bible Church.

There are three stages of comprehension in any new language. Early on, you barely understand anything — and that's fine. The goal at that stage isn't comprehension; it's letting your brain pick up the patterns. Then comes the long middle stretch where you're learning words but listening still feels patchy, until one day you notice you understand more than you used to. Where are you right now?

In this episode, we step back from the headlines to conduct a psychological case study on how we form and protect our worldviews. We're joined by Sidney Pines, whose journey away from the mainstream consensus offers a window into the information ecosystems that define our modern era.Rather than debating specific claims, we use the "Three Cs" framework—Comprehension, Control, and Community—to analyze the universal human needs that draw individuals toward alternative media systems. We explore how a "cognitive vacuum" created by sensationalist media can lead to a search for certainty, often filled by grand narratives that trade messy realities for clear, singular explanations.Text me your feedback and leave your contact info if you'd like a reply (this is a one-way text). Thanks, DavidSupport the showShow Notes:https://outrageoverload.net/ Contact me, David Beckemeyer by email outrageoverload@gmail.com. Follow the show on Instagram @OutrageOverload. We are also on Facebook /OutrageOverload. Check out our Subtstack https://outrageoverload.substack.comHOTLINE: 925-552-7885Got a Question, comment or just thoughts you'd like to share? Call the O2 hotline and leave a message and you could be featured in an upcoming episodeIf you would like to help the show, you can contribute here. Tell everyone you know about the show. That's the best way to support it.Rate and Review the show on Podchaser: https://www.podchaser.com/OutrageOverloadAlso check out our companion podcasts, This Week in Outrage and Outrage Science Bites.Intro music and outro music by Michael Ramir C.Many thanks to my co-editor and co-director, Austin Chen.Outrage Overload, a Conners Institute podcast, is part of The Democr...

This edWeb podcast is sponsored by Teachers' Curriculum Institute (TCI). You can access the webinar recording here.K–5 teachers are under constant pressure to cover every standard, often leaving social studies behind in favor of more time for literacy. But what if you didn't have to choose? This edWeb podcast brings together district leaders to discuss how making time for social studies can boost engagement, expand content coverage, and reinforce reading and writing skills—all within your existing schedule.Panelists share proven, practical approaches for weaving social studies concepts and standards into daily routines. Hear real examples and discover routines and resources you can use to maximize instructional time, foster student curiosity, and meet standards across subjects without increasing your workload.This session explores questions such as:How can social studies content be seamlessly woven into daily literacy instruction?How can lesson planning and daily routines be adjusted to make time for both literacy and social studies?How can integrated instruction help students develop critical thinking, comprehension, and relevant content knowledge?The edWeb podcast is ideal for K–5 teachers, instructional coaches, and curriculum leaders.Teachers' Curriculum Institute (TCI)Get students moving, thinking, and asking big questions with social studies and science resources.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Leadership Podcast | Workplace Culture | Play at Work | Intelligent Optimism | Full Stack Human Book There is a question that most leaders are quietly asking but rarely say out loud: if I keep doing more, why does something still feel off? Not broken, not lazy, not wrong. Just stretched past the point where effort alone solves anything. This conversation sits right inside that tension. Two thinkers, two very different paths, and one shared conviction that the world has changed faster than the playbook we were handed, and that staying human is not a soft skill. It is the strategy. The Guests Tane Hunter grew up an outsider — a blonde-haired nerd in rural New Mexico, raised by a mathematician father and a counsellor mother, who found his footing on a mountain bike and then lost it again to a spinal injury that ended his national champion career. What followed was science, cancer research, sailing solo across the South Pacific, and eventually co-founding Future Crunch, a global platform built on intelligent optimism and the belief that the stories we tell about the world shape the world we build. Dara Simkin arrived in Australia by winning a camper van competition, fell in love with Melbourne, and built a career from the inside out: coaching, mental health workshops, a summer camp nobody came to, and then the insight that changed everything. Play is not a reward for finishing the work. It is how the work gets done well. She is the founder of Culture Hero and Australia's leading voice on play in the workplace, a late ADHD diagnosis lighting up everything she always knew about herself. Together, they wrote The Full Stack Human — a book for anyone who refuses to sacrifice their humanity for success.   What We Get Into The myth of discipline and resilience Dara reframes one of leadership's most overused words. It is not that high-achievers lack discipline or resilience. It is that they are operating beyond their capacity. When you are running on empty, no amount of grit closes the gap. The real question is not how hard you push but where your energy is going and whether you are getting any of it back. What it takes to rebuild when the thing you love is taken away Tane's spinal injury did not arrive as a single moment. It arrived slowly, until he could barely walk. He talks honestly about grief, misdiagnosis, and what happens when your identity is wrapped up in something your body can no longer do. His answer was not to power through. It was to go back to his first love: science. That decision changed everything that followed. The child void, success amnesia, and the addiction to achievement Dara introduces the concept of the child void — that liminal space between achievements where high-performers feel most lost. She and Tane explore how success amnesia keeps driven people from celebrating anything before chasing the next thing, and why the messy middle is not a problem to be solved but a fertile space to be inhabited. Comprehension, they argue, is what creates compassion. Why the most dangerous leadership strategy right now is control In a world moving this fast, risk aversion is itself a risk. Tane and Dara dismantle the lie that seriousness equals success and make the case for the yes-and leader — someone who creates conditions for their people to bring their real thinking, not their polished version of it. Psychological safety is not about being nice. It is about building cultures where people can say this is not working and feel safe doing it. Play is not the reward. It is the on-ramp. The most common mistake leaders make with culture is treating play as a treat you get after the real work. Dara makes a different case entirely. Play, in its truest form — curiosity, flexibility, permission to experiment — is what expands capacity. You cannot force a frazzled nervous system to rest. But you can give it an on-ramp. Recovery and rest are not the same thing, and knowing the difference might be the most practical leadership insight in this whole conversation. Quotes From the Conversation "It's not resilience or discipline. It's capacity. When we are up to our eyeballs, we have very little capacity to navigate our lives. Where is my energy going, and am I getting it back?" — Dara Simkin "Don't treat hope as a noun or a hashtag. Treat it as a verb. Create strong pathways, your people's ability to imagine solutions. And couple it with agency — the belief that those goals can actually be obtained." — Tane Hunter A Note From Kirsty What I keep thinking about after this conversation is how much we have confused being stretched with being strong. Tane and Dara gave me a different frame: that the most human thing a leader can do right now is not grind harder, but genuinely ask where their energy is going — and whether any of it is coming back. That is not softness. That is strategy. And if you have ever crashed on a holiday because your body finally got permission to stop, this one is for you. Links & Resources Mentioned The Full Stack Human — Book Website https://www.culturehero.co/full-stack-human-book Future Crunch Tane Hunter's platform exploring the frontiers of science, technology and intelligent optimism. futurecrunch.com | LinkedIn: Future Crunch Culture Hero Dara Simkin's workplace culture and play consultancy. culturehero.co | LinkedIn: Culture Hero Connect with Dara: Linkedin  Connect with Tane: LinkedIn This episode is brought to you by: Naturally Glutenfree Connect with Kirsty Gee:  LinkedIn |  Instagram | Website

This edWeb podcast is sponsored by ClassMate by World Book.The edLeader Panel recording can be accessed here.Only one in three eighth graders reads at grade level. As a middle school principal or district instructional leader, you see the ripple effects across science, history, math, and every classroom where many students struggle to engage meaningfully with the material in front of them. This edWeb podcast is designed to help change that.This session brings together Rebecca Earnshaw, World Book Senior Director of Digital Products, Dr. Kip Glazer, School Principal, Author, Speaker, and Technology Consultant, Mikayla Lee, experienced educator and World Book Curriculum Designer, and Tom Evans, World Book VP of Editorial, to explore how leaders are building a schoolwide approach to literacy that goes beyond ELA. The discussion addresses the real barriers: disengaged readers, overwhelmed teachers, unreliable digital content, and the pressure to improve outcomes without disrupting what's working.The panelists walk through:Where content-area literacy gaps are costing middle schoolers the mostHow schools are embedding comprehension into everyday instruction, not treating it as an add-onWhat to look for in content and digital tools—including how to evaluate accuracy, credibility, and responsible AI—to support comprehensionYou gain real strategies in one hour. This edWeb podcast is built for middle school principals and instructional leaders navigating the literacy and learning gap in the middle grades right now.ClassMate by World BookBuild knowledge across every subject with trusted World Book content.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Send us Fan MailAre you looking for an interactive and engaging activity to boost your students' participation and build a strong classroom community at the end of the school year? In this episode of "Growing With Proficiency, the podcast," we explore a unique twist on the popular Card Talk activity that my students absolutely loved!In this activity, I'll share with you how to turn the simple drawings our students do in card talk into a pair-reading activity plus a gallery walk. Main Highlights:Introduction to Card Talk and its benefits for student engagement and comprehensible input.Detailed activity setup with the prompt: "The Best and the Worst in the School Year."Step-by-step process from drawing, writing, hallway gallery walk, and class discussion.Personal connection and community building through shared experiences.Extending Card Talk: Ideas for adapting Card Talk for different thematic units such as clothing, food, and travel.Resources and Links Mentioned:Free Teacher Guide: "How to Shift to A Comprehensible and Communicative Teaching Approach" – growingwithproficiency.com/guideEpisode 82: Previous discussion on Card Talk with Ben FisherFollow Claudia on Instagram: @claudiamelliottConnect on Facebook: Claudia M ElliottJoin our waitlist for Growing With Proficiency The Spanish Teacher AcademyThank you for tuning in to "Growing With Proficiency, the podcast." Until next time, keep growing and keep teaching with passion. ¡Hasta luego!

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Pastor David Phelps-P.M. Service-4/19/26

Cours de français niveau A2 centré sur l'actualité et l'usage du smartphone. Apprenez le vocabulaire et les expressions liés aux réseaux sociaux, à l'IA, à la technologie, aux infos et à l'utilisation quotidienne du portable, tout en améliorant votre compréhension. Drop a comment in French to practice! Like & subscribe for more real French conversation lessons. I help French learners improve their language skills with my Learn French Program. BOOK A CONSULTATION SESSION WITH ME: https://calendly.com/davidalexandercantu

#243Have your students finished listening to something or reading in the target language and you looked around the room, and wondered… Did anyone actually understand that? Not because your students weren't trying. Not because the language was too challenging. But because they didn't yet know how to listen for meaning. Today's episode is about something that often gets overlooked in language teaching: students have to learn the skill of comprehension. A few small daily routines can have a big impact on students learning this essential skill. Topics in this Episode: Comprehension is a skill, not a byproductCI is useful for building language subconsciously. It is the essential ingredient for language acquisition, allowing students to understand and internalize new language naturally. Now we need to consider the skill of comprehension when students engage with language that does not have CI embedded. Daily micro-comprehension moves.  They take 10–30 seconds and fit inside any lesson. The goal is helping students actively process meaning. Not CI because the goal is not to acquire vocabulary and structures, but to understand without the intentional scaffolds.PointChooseSequenceRestatePredictable Routines Reduce Cognitive Load. Predictability allows students to spend less mental energy on what the activity is and more on understanding the language.Ready For Tomorrow Quick Win PD Course: Daily Strategies that Build ComprehensionA Few Ways We Can Work Together:Ready For Tomorrow Quick Win PD for Individual TeachersOn-Site or Virtual Workshops for Language DepartmentsSelf-Paced Program for For Language DepartmentsConnect With Me & The World Language Classroom Community:Website: wlclassrom.comInstagram:  @wlclassroomFacebook Group: World Language ClassroomFacebook:  /wlclassroomLinkedIn: Joshua CabralBluesky: /wlclassroom.bsky.sociaX (Twitter):  @wlclassroomThreads: @wlclassroomSend me a text and let me know your thoughts on this episode or the podcast.

246: What's the biggest mistake teachers make when building comprehension?  In this episode, we explore why saving questions until the end of reading can leave comprehension gaps, and how using instructional questioning during reading can guide understanding, build meaning, and empower students as thinkers. Click here to access my comprehension workshop!Sign up for my free masterclass, 5 Essential Steps to Reach All Readers.Get my book, Reach All Readers! Looking for printable resources that align with the science of reading? Click here to learn more about our popular and affordable membership for PreK through 3rd grade educators.Connect with me here!BlogInstagramFacebookTwitter (X)

In this episode of Science of Reading: The Podcast, returning guest, Nathaniel Swain, Ph.D., joins Susan Lambert to close out the season by answering thoughtful and thought-provoking comprehension questions submitted by listeners. Nathaniel and Susan answer questions about comprehension strategies, the relationship between comprehension and memorization, and how to shift the mindset amongst your teaching colleagues to help them understand comprehension.Show notes:Submit your literacy questions!Bonus: Watch Dr. Hoover's complete responses to a listener guest.Learn more about Nathaniel Swain on his websiteConnect with Nathaniel Swain on LinkedIn.Access free, high-quality resources—including our recent Essentials episode on Science of Reading: The Podcast—at our companion professional learning pageDownload our free Comprension 101 bundle for comprehension resources, including ebooks, and on-demand professional learningListen to Season 2 of Amplify's Beyond My Years podcastJoin our community Facebook groupConnect with Susan LambertQuotes:"What we're trying to do is create meaningful text experiences. ... The strategies are background, the powerhouse behind the work we're doing, but the star of the show is the language and the text." —Nathaniel Swain, Ph.D."If you ever feel like your comprehension work only allows students to produce or perform something on a particular day in which you've just read that text, then you may be missing the opportunity to weave meaningful text together." —Nathaniel Swain, Ph.D."When we're teaching reading comprehension, really let the text be the center of what we're doing." —Susan LambertTimestamps*:00:00 Introduction: Answering listeners' questions on comprehension03:00 The difference between oral and written language as it relates to comprehension06:00 Supporting students who read fluently but struggle with comprehension16:00 The role of comprehension strategies21:00 Oral language development and comprehension28:00 The connection between memory and comprehension36:00 How to help colleagues adjust their mindset on comprehension42:00 Overall takeaways from this batch of mailbag questions*Timestamps are approximate, rounded to nearest minute

245: Is comprehension something we actually teach, or does it naturally develop once students can decode? In this episode, we unpack what comprehension really is, why it's far more complex than a single “skill,” and where it fits within the science of reading.Click here to watch my comprehension workshop!Sign up for my free masterclass, 5 Essential Steps to Reach All Readers.Get my book, Reach All Readers! Looking for printable resources that align with the science of reading? Click here to learn more about our popular and affordable membership for PreK through 3rd grade educators.Connect with me here!BlogInstagramFacebookTwitter (X)

In this episode I sit down with the SRI Education research team—Dr. Dan Reynolds, Dr. Anna Jennerjohn, and Dr. Sara Rutherford-Quach—to unpack their learning brief, Beyond the Surface. This episode explores the gap between using high-quality instructional materials (HQIM) and achieving deep, robust reading comprehension. Read the Brief Here: https://www.sri.com/publication/education-learning-pubs/beyond-the-surface-leveraging-high-quality-instructional-materials-for-robust-reading-comprehension/ Quick Summary: Actionable advice for coaches and school leaders to build systems that support genuine meaning-making in the classroom. The Study: Analyzed 111 comprehension lessons across districts with mature HQIM implementation and surveyed 500+ teachers. The Central Finding: While HQIM was consistently used, 64% of lessons focused only on surface-level objectives (completing tasks) rather than robust comprehension (building a mental model). Episode Highlights: Defining the crucial distinction between Surface and Robust comprehension. Introducing the 6 high-leverage instructional practices that move the needle toward deep understanding. Timestamps[0:00] – Teaser: Surface vs. Robust Comprehension [0:16] – Introduction & episode overview; Jake introduces the HQIM landscape [1:29] – Introducing the guests and their learning brief: Beyond the Surface [2:43] – What is HQIM and why has the term taken off so quickly? [4:46] – Background on the study: Schusterman Family Philanthropies partnership and why SRI undertook this observational research [7:14] – Why studying mature implementation matters — districts where HQIM had been in place for several years [9:34] – Defining surface-level comprehension vs. robust comprehension [20:58] – How the data was collected: 111 classroom observations, 500+ teacher surveys, 100+ interviews, 62 PLCs observed [25:10] – Finding #1: Teachers were using their HQIM consistently (72–89% daily or almost daily) [21:26] – Finding #2: High floor established — 98% of lessons had a comprehension purpose; but 64% of lessons set only surface-level goals [26:06] – The “voltage drop”: how robust lessons erode [29:57] – The six high-leverage practices for robust comprehension: [30:11] Practice 1: Engaging students in text-specific analysis[33:29] Practice 2: Activating and leveraging prior knowledge[36:10] Practice 3: Explaining and modeling meaning-making[38:48] Practice 4: Providing instructional feedback[40:36] Practice 5: Providing opportunities for text-based reasoning[41:59] Practice 6: Setting up peer learning opportunities[44:25] – What surface-level instruction looks like in practice [47:37] – It’s not a checklist: how the six practices can serve surface OR robust ends [48:56] – Three action steps for coaches and school leaders:[56:07] – Walkthrough tools and their limitations: why you can’t see robust comprehension in a 5-minute walkthrough [1:00:28] – Jake’s curveball: How do standards interact with comprehension instruction? (The PLC/Norse mythology example) [1:06:05] – Student engagement in robust vs. surface lessons — the House on Mango Street discussion example [1:04:12] – What’s next: upcoming SRI briefs on foundational skills, multilingual learners, and knowledge-building [1:10:17] – Optimism for the future of literacy: teachers hungry for the “how,” and a push toward more honest comprehension assessment [1:14:25] – Jake’s Take: Reflections on HQIM as an “instructional floor,” why all three gears must turn (content knowledge, pedagogical knowledge, curriculum knowledge), and a simple habit for keeping comprehension instruction tethered to meaning-making [1:30:30] – Closing

Host Susan Lambert hits the home stretch of her comprehension-focused season of Science of Reading: The Podcast with a reflective episode based on her presentation at this year's Plain Talk About Literacy and Learning conference. Instead of being joined by a guest, Susan breaks down some of her biggest takeaways from this season—explaining how reading comprehension is far more intricate than the ability to decode words on a page, and detailing how the expert guests this season helped illustrate all of comprehension's amazing complexities. Whether you hear her Plain Talk conversation live or not, this episode captures those same insights in a format you can revisit anytime.Show notes:Submit your literacy questions!Access free, high-quality resources—including our recent Science of Reading: The Podcast Essentials: “Comprehension” episode—at our companion professional learning page.Download our Comprehension 101 bundle: Access free comprehension resources, including ebooks and on-demand professional learning.Listen to Season 2 of Amplify's Beyond My Years podcast.Join our community Facebook group.Connect with Susan Lambert.Quotes:"Comprehension is an active process. It usually requires active engagement and effect from the reader." —Susan Lambert"Comprehension is an integration of knowledge and experience that requires the reader to connect new information from the text with their own knowledge and experiences." —Susan Lambert"Comprehension is dynamic and ongoing. It requires the reader to update and revise their understanding as new information is encountered." —Susan Lambert"What constitutes good comprehension is relative, and it depends on who is reading the text and why they're reading it." —Susan Lambert"The components of comprehension don't develop in isolation. They bootstrap and support each other throughout a reader's development." —Susan LambertTimestamps*:00:00 Introduction: Building blocks for deep comprehension04:00 Common themes from guests' definitions of comprehension07:00 The simple view of reading10:00 Oral language, syntax and fluency13:00 Syntax is the critical missing piece needed to improve reading comprehension outcomes16:00 Fluency is a critical but often overlooked prerequisite to reading comprehension21:00 The components of comprehension don't develop in isolation22:00 Closing thoughts o our comprehension focused season*Timestamps are approximate, rounded to nearest minute

Campaigners have branded plans to build 725 homes in their village as “beyond comprehension”, claiming it would double the population. The outline planning application for a mixed-use neighbourhood in Meopham would be 50% affordable and targeted at first-time buyers and downsizers. Also in today's podcast, a controversial massive housing development backed by Prince William has been given the green light despite claims it would be an “eyesore” and a “Trojan Horse” for even more homes. After hours of debate in a council meeting last night, the 2,500-home estate on the southeast edge of Faversham has been approved.  A mum-of-two says she was “put through hell” by one of her late husband's clients who refused to pay for building work carried out shortly before his death. You can hear from Jo-Anne Mapp, whose husband was in the process of renovating a home in Whitstable when he died in July last year. One of Medway's MPs has told us graffiti in her constituency is making the area look uncared for and unloved. Naushabah Khan's reported an increase in tags on walls in Gillingham and has started a campaign to clean it up. And in football, you can hear from the manager after Gillingham were soundly beaten at home by Milton Keynes Dons last night.  The Gills conceded three goals in 18 first-half minutes – they're the third team since the start of the year to beat the Gills at Priestfield by three goals or more. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Dynamic coding helps explain how the brain processes multiple features of speech—from the smallest units of sounds to full sentences—simultaneously.

This is a rebroadcast of Episode 245 from the Melissa and Lori Love Literacy Podcast – you can check out that episode here: https://podcasts.apple.com/ca/podcast/read-like-us-building-fluency-through-repeated-reading/id1463219123?i=1000748503901Make sure to check out the Literacy.io training on the Kat Framework for Comprehension this June!-June 24-25 in East Lansing Michigan-Individual registration available at: https://tamu.estore.flywire.com/products/cusp—the-reading-leagueliteracy10-participant-registration–412940-Group registration available at: https://tamu.estore.flywire.com/products/cusp—the-reading-leagueliteracy10-group-participant-registration–412945-More information available at literacy.io/contact Show Notes2:30 – What is Read Like Us? Overview of the five-step repeated reading protocol How it supports accuracy, automaticity, and prosody 4:10 – The Five Reads Explained Listening passage preview Echo reading Choral reading Partner reading Performance/independent reading 6:00 – Implementation in Classrooms Can it work in whole group settings? Small group intervention applications Working with paraprofessionals and volunteers 10:00 – Maximizing Reading Time Why 90% of intervention time should be actual reading The workout approach to building fluency Ensuring students are actually reading (not just holding books) 12:53 – How Read Like Us Differs from Traditional Approaches More than just “read three times and check for speed” Building all three components of fluency simultaneously The role of modeling and scaffolding 15:00 – Gradual Release of Responsibility Transferring task responsibility to students Why rate/speed wasn’t emphasized in coaching Automaticity as the outcome, not the input 18:00 – Prosody and Comprehension Expression as an indicator of understanding Using the Rasinski multidimensional fluency rubric Rotating focus areas: expression, phrasing, smoothness, pace 20:00 – Study Results Fourth grade students: 16.5 WPM growth in 50 days Effect size of 0.9 Improvements in accuracy, vocabulary, and comprehension measures 22:30 – Potential Comprehension Enhancement Adding a 10-word takeaway or gist statement Keeping it “fluency heavy, comprehension light” Future iterations of the protocol 25:30 – The Stacking Protocol Approach Learning from dissertation chair Dr. Kit Moore Combining multiple evidence-based practices Weaving the reading rope together 27:30 – Cost and Accessibility Read Like Us is free to implement Comparison with commercial tier-two interventions Open access article available 28:48 – Text Selection Philosophy The month-long process of curating 50 texts Using challenging and engaging content (100-200 words) Types included: giggle poetry, science facts, short stories with twists, weird state laws 30:30 – The “Challenging Text” Debate Using texts above grade level with proper scaffolding Addressing the 1960s neurological impress research Why modern research supports stretching students 33:17 – Texts Students Actually Want to Read Students asking to take intervention texts home Incorporating core reading program texts for continuity Balance between practical and engaging content 36:00 – Lexile Levels and Text Complexity Many texts in 6th-8th grade Lexile range for 3rd-4th graders Testing the hypothesis: Can struggling readers succeed in harder texts? Being “level agnostic” in text selection 39:00 – Rethinking Leveled Texts Limitations of the Lexile formula Starting with engaging content, not filter levels The scaffolding makes the difference, not the exact level 42:00 – Student Motivation and Text Choice Chase’s son reading adult-level joke books in first grade The power of “want to” over prescribed levels Teacher control vs. student self-selection 43:00 – Repeated Reading vs. Wide Reading Defining both approaches Why they shouldn’t be pitted against each other Read Like Us = repeated reading across wide array of texts 46:30 – Wide Reading and Teacher Control Students won’t achieve wide reading through self-selection alone The teacher’s role in exposing students to diverse genres Balancing instruction with student choice 48:00 – Benefits of Wide Reading Exposure to different language patterns across genres Informational vs. narrative text structures Building terrain navigation skills with various text types 49:00 – Getting Started with Read Like Us Start with tomorrow’s text Find the 200-300 word section with the most “oomph” Use what you already have in your classroom 50:21 – Closing Where to find the protocol and resources Final thoughts and wrap-up

243: Dr. Kelly Powell-Smith explains how to pinpoint specific comprehension issues using strategic diagnostic assessment—without over-testing your students!Click here for this episode's show notes. Sign up for my free masterclass, 5 Essential Steps to Reach All Readers. Get my book, Reach All Readers! Looking for printable resources that align with the science of reading? Click here to learn more about our popular and affordable membership for PreK through 3rd grade educators.Connect with me here! Blog Instagram Facebook Twitter (X)

In this episode, host Ollie Lovell speaks with reading expert Christopher Such on the three key principles underlying the enabling of reading comprehension for students. Chris and Ollie discuss how these three principles have been communicated through Chris' two books, The Art and Science of Primary Reading and Primary Reading Simplified, in addition to the videos and action steps recently written by Chris for Steplab.Full show notes at www.ollielovell.com/chrissuch

In this episode of The School Leadership Show, I interview acclaimed author and reading expert Timothy Shanahan. We delve into Timothy's new book, 'Leveled Reading, Leveled Lives' discussing the troubling stagnation in U.S. reading levels and how traditional approaches to reading instruction have failed over the decades. Timothy critiques the widespread but ineffective method of using leveled readers and advocates for teaching grade-level texts with appropriate support. The conversation covers historical and contemporary research, the evolution of instructional strategies, and practical advice for school administrators to help improve reading achievement across all grades. Learn more and visit Tim's website https://www.shanahanonliteracy.com/. If you have questions, feedback, or suggestions for future episodes, including great non-education books with lessons for school leaders you can email me at Dr.mike.doughty@gmail.com. I would really appreciate it if you could leave a rating and review on Spotify or Apple Podcasts. It helps a lot. And if you found this episode helpful, please share it with your colleagues. If you are interested in sponsoring the podcast, feel free to contact me directly at Dr.mike.doughty@gmail.com. Stay connected with me here: Official Website: theschoolleadershipshow.org YouTube: youtube.com/@theschoolleadershipshow Facebook: facebook.com/theschoolleadershipshow Instagram: instagram.com/theschoolleadershipshow Chapters: 00:00 Introduction 01:20 Discussing the New Book: Leveled Reading Leveled Lives 04:28 Historical Context of Reading Instruction 10:22 Challenges with Current Reading Instruction Methods 21:43 Proposed Solutions and Future Directions 25:25 Addressing Reading Challenges in Young Learners 26:32 The Importance of Fluency and Comprehension 30:33 Background Knowledge and Its Role in Reading 35:55 Effective Reading Instruction Strategies 39:52 Reflecting on Changes in Reading Education

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Kristen McMaster, Ph.D., Guy Bond Chair in Reading and professor of special education in the Department of Educational Psychology at University of Minnesota. Together, they explore how reading comprehension isn't just about what's on the page—it's also about what's not there—and share practical insights on how to support students in developing inference skills. Susan and Kristen also discuss the dual processes of activation and integration when making inferences; the distinction between teaching students to process text actively versus teaching students to apply comprehension strategies; and different types of inferences, including causal, bridging, and elaborative.Show notes:Submit your questions to our listener mailbagAccess free, high-quality resources—including our recent Science of Reading: The Podcast Essentials "Comprehension" episode—at our companion professional learning page Download our Comprehension 101 bundle: Access free comprehension resources, including e-books, and on-demand professional learningConnect with Kristen McMasterLearn more about Kristen McMasterListen to Season 2 of Amplify's Beyond My Years podcastJoin our community Facebook groupConnect with Susan LambertQuotes:"Inferencing is really central to comprehension. We wouldn't comprehend if we didn't make inferences." —Kristen McMaster"I would encourage teachers not to underestimate the importance of supporting even the inferences that might seem obvious to us." —Kristen McMaster"Good comprehenders are often making very automatic inferences that they don't even realize." —Kristen McMaster"It helps to explicitly teach what an inference is in language that students will understand." —Kristen McMasterTimestamps*:00:00 Introduction: Filling in the gaps with inferences, with Kristen McMaster, Ph.D.05:00 Comprehension is how we make sense of the world around us09:00 The types of inferences: Causal, bridging, elaborative, and theory of mind17:00 How teachers can help students develop inference skills22:00 Creating an effective questioning strategy27:00 How teachers can preview a text and think about the inferences that might need to be made31:00 Supporting students who process texts in different ways37:00 The timing of comprehension questions40:00 The connection between oral language comprehension and text comprehension45:00 Final thought: Teacher's shouldn't underestimate the importance of inferences that might seem obvious.*Timestamps are approximate, rounded to nearest minute

Beyond the known returns. And then, well, things get weird. Learn more about your ad choices. Visit megaphone.fm/adchoices

We've spent years strengthening decoding instruction—but what if the next literacy shift begins at the sentence level? If we want true comprehension, we have to look beyond words and into syntax.In this episode, we discuss:Why syntax is the missing link in reading comprehensionHow Cascade Reading uses linguistically-driven text formatting to support understandingFor decades, reading research and classroom instruction have focused heavily on decoding. But comprehension doesn't happen after we finish reading a sentence—it happens word by word, as the brain processes syntax in real time. Dr. Julie Van Dyke explains why sentence structure plays a critical role in comprehension, how language networks in the brain differ from cognitive knowledge systems like background knowledge, and why strong decoding skills alone are not enough.We also explore how Cascade Reading makes syntactic structure visible using artificial intelligence, helping students better understand phrasing, fluency, and meaning. Julie shares research findings, practical classroom implications, and why teachers should feel empowered—not intimidated—when bringing syntax into instruction. This conversation challenges us to rethink what comprehension truly requires and how we can better support all readers, especially those with language-based learning differences.Guest: Dr. Julie Van Dyke, cognitive scientist, linguist, former senior scientist at Haskins Laboratories, and co-developer of Cascade ReadingResources mentioned:Cascade Reading – https://www.cascadereading.comInternational Dyslexia Association Perspectives (Syntax Comes First series) – https://dyslexiaida.orghttps://www.onlinedigeditions.com/publication/?i=843724&p=1&view=issueViewerhttps://www.onlinedigeditions.com/publication/?i=847535&p=1&view=issueViewerSyntax: Knowledge to Practice by Nancy Eberhardt & Margie Gillis – https://literacyhow.orgSpeech to Print by Louisa Moats – https://products.brookespublishing.com/Speech-to-Print-P1167.aspx

This edWeb podcast is sponsored by Sadlier.The webinar recording can be accessed here.This edWebinar lays the foundation for children's language development, comprehension, and long-term academic success. Educators explore how intentional, research-based instruction supports knowledge building in early childhood while honoring play, curiosity, and developmentally appropriate practice.This session highlights the role of integrated literacy and mathematics experiences in strengthening young learners' understanding of the world, expanding vocabulary, and promoting equity and access in PreK classrooms. Listeners gain insights into how research can be translated into meaningful, practical classroom instruction.The goal of this session is to help PreK educators understand the importance of knowledge building and apply research-informed practices that support early learning. Listeners:Understand why knowledge building is essential in PreKExplore connections between literacy, mathematics, and content-rich instructionIdentify research-based practices that promote equity and accessTranslate research into daily instructional practiceThis edWeb podcast is of interest to PreK teachers, school leaders, and district leaders.SadlierTo prepare children for the world of tomorrow, it takes a partner that has experience.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

In this episode, we break down the 6C pillars that keep our marriage strong and spiritually grounded: Communication, Comprehension, Commitment, Consistency, Compromise, and Christ. We talk through what each pillar looks like in real life—especially when marriage feels stretched, busy, or tested.We also reflect on our recent viral clip and have an honest conversation about the difference between what's popular online and what's powerful in covenant. Because marriage isn't a performance it's holy, intentional, and worth protecting.Support the showhttp://www.youtube.com/@MarriageWithTheMcCartys https://www.instagram.com/marriagewiththemccartys/ https://www.hardtruthholywork.com

In this episode of Science of Reading: The Podcast, Timothy Shanahan, Ph.D., distinguished professor emeritus from the University of Illinois at Chicago, joins Susan Lambert to distinguish between reading comprehension, learning from a text, and the process of learning to read. He compares learning to read with athletic training, explaining that just as athletes need to vary their workout intensities to maximize their strength, students need to vary their text difficulty to maximize their comprehension, reading skills, and overall learning. Together, Timothy and Susan also discuss why reading comprehension is an ethical act and the power of simply rereading to increase comprehension.Show notes:Submit your questions on comprehension! Access free, high-quality resources at our brand-new companion professional learning page  Connect with Timothy Shanahan, Ph.D.Learn more about Timothy Shanahan, Ph.D.Read the blog post "Don't Confuse Reading Comprehension and Learning to Read (and to Reread)"Listen to Leveled reading, leveled lives, with Tim Shanahan, Ph.D.Listen to Mitchell Brookins, Ph.D. on Beyond My Years Listen to Season 2 of Amplify's Beyond My Years podcastJoin our community Facebook group.Connect with Susan LambertQuotes:"We're trying to teach kids to read, and a text that is immediately comprehensible leaves you very little to learn." —Timothy Shanahan, Ph.D."Reading comprehension is not just a psychological or cognitive action—it's an ethical action." —Timothy Shanahan, Ph.D."Comprehension is not automatic. It isn't just, 'Oh, if you decode, you're going to comprehend.'" —Timothy Shanahan, Ph.D."A good reader has to start out with a determination. 'My job here is to understand it, not just to read it.'" —Timothy Shanahan, Ph.D.Timestamps*:00:00 Introduction: Learning to read vs. reading to learn with Timothy Shanahan, Ph.D.06:00 Reading comprehension is not just a psychological or cognitive action, it's an ethical action.09:00 Authors know their readers and so they put in affordances aimed at the reader.15:00 Timothy's motivation for writing his blog post, "Don't Confuse Reading Comprehension and Learning to Read."17:00 A text that is immediately comprehensible, leaves you very little to learn.19:00 You can increase the learning for most people if you increase the difficulty.24:00 An argument for students to read more rigorous texts.28:00 A good reader has to start out with determination.35:00 The different between learning and understanding is an issue of remembering.39:00 Teachers need to teach kids to be strategic.42:00 Timothy Shanahan's new wrinkle in thinking about comprehension, understanding, and learning.44:00 In conclusion: Kids should be reading texts with varying levels of difficulty.*Timestamps are approximate, rounded to nearest minute

This podcast reviews and applies the research related to Comprehension.

In this episode I explain literacy as it connects consciousness to comprehension. I explain how the powers that be are manipulating literacy to engineer thought patterns.

Christian prayer is simple and effective. 1. Pray to God the Father with reverence 2. Pray for Faith in Christ 3. Pray for Comprehension of God's Love 4. Pray for God's Glory To learn more, please visit us at mercyhouse365.org.

On this episode of Trending in Ed with Mike Palmer, unlock the secrets of the reading brain and the future of educational technology in this deep dive with Dr. Ola Ozernov-Palchik. A researcher at Boston University's Wheelock College of Education and Human Development and MIT's McGovern Institute for Brain Research, Dr. Ola sits at the cutting edge of cognitive neuroscience and the science of reading.

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Phil Capin, Ph.D., assistant professor of education at the Harvard Graduate School of Education. They explore why recommended reading comprehension practices aren't widely implemented in schools, and what educators can do to change that. Together, they also discuss how knowledge building is foundational to reading comprehension, how writing is a powerful tool in supporting reading comprehension, and why we should structure reading instruction based on what happens before, during, and after reading.Show notes:Register for our Science of Reading Symposium: http://www.amplify.com/comprehensionsymposiumSubmit your questions on comprehension: http://www.amplify.com/sor-mailbagAccess free resources at our professional learning page: https://amplify.com/science-of-reading/professional-learning/Connect with Phil Capin: https://www.linkedin.com/in/phil-capin-02105550Read Hugh Catts' article, "Rethinking How to Promote Reading Comprehension": https://files.eric.ed.gov/fulltext/EJ1322088.pdfRead Catherine Snow's article, "Reading for Understanding": https://www.rand.org/pubs/monograph_reports/MR1465.htmlLearn more about Dolores Durkin's report, "What Classroom Observations Reveal about Reading Comprehension Instruction": https://eric.ed.gov/?id=ED162259Read How People Learn: https://www.nationalacademies.org/read/9853/chapter/1Listen to the podcast episode with Nancy Hennessy: https://podcasts.apple.com/us/podcast/s3-09-deconstructing-the-rope-vocabulary-with/id1483513974?i=1000520380191 Listen to Season 2 of Amplify's Beyond My Years podcast: http://at.amplify.com/bmy Join our Facebook community: https://www.facebook.com/groups/scienceofreadingQuotes:"We've underestimated the value of writing in supporting reading comprehension." —Phil Capin, Ph.D."Reading and writing rely on a lot of the same language processes, and writing supports the consolidation of knowledge." —Phil Capin, Ph.D."Students should engage with meaningful problems, and they should have a reason for learning." —Phil Capin, Ph.D.Timestamps*:00:00 Introduction04:00 Phil Capin's career path08:00 Reading comprehension is the byproduct of a constellation of competencies11:00 The complexity of comprehension16:00 Dolores Durkin's findings on comprehension testing vs. teaching22:00 Students should engage with meaningful problems24:00 Comprehension instruction is organized by before, during, and after reading.27:00 The value of writing for comprehension31:00 Where comprehension strategies could be helpful39:00 How much time should teachers dedicate to strategy instruction?41:00 The strongest predictor of whether you're going to understand the text is the knowledge you bring.46:00 Every teacher is a reading teacher48:00 Closing thoughts*Timestamps are approximate, rounded to nearest minute 

The post 492: Peace Beyond All Comprehension appeared first on Kenny Gatlin Ministries.

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by educational consultant Nancy Chapel Eberhardt, who explains why focusing on syntax at the sentence level is just as important for comprehension as word-level decoding. Together, Nancy and Susan also discuss how syntax helps students process meaning while reading, why we should start early and teach syntax to students from the beginning, and a more functional approach to syntax.Show notes:Register to join our Science of Comprehension Symposium.Submit your questions on comprehension!Connect with Nancy on LinkedIn. Read Nancy's article “Syntax: Somewhere Between the Words and Text.”Learn more about Nancy's book Syntax: Knowledge to Practice.Learn more about the Syntax online course. Listen to last week's syntax-focused episode, with Julie Van Dyke, Ph.D.Listen to the podcast the episode with Nancy Hennessy, M.Ed.Read Maryellen MacDonald's article “Book Language: What It Is, How Children Can ‘Get It'.”Listen to Season 2 of Amplify's Beyond My Years podcast.Join our community Facebook group.Connect with Susan Lambert.Quotes:"Syntax is somewhere between the individual words and the meaning of the text. It's the processing piece that's going on there." —Nancy Chapel Eberhardt"Syntax isn't just for older kids anymore. Syntax is really something that we can start promoting, developing, encouraging, embracing from the beginning." —Nancy Chapel Eberhardt"I actually think that as teachers embrace this idea of syntax, they're going to have a lot of fun with it. It's way more fun to talk about the meanings of words than to just decode them." —Nancy Chapel EberhardtTimestamps:00:00 Introduction: Diving deeper into syntax, with Nancy Chapel Eberhardt08:00 Comprehension is lifting the meaning out of text11:00 Sentence-level abilities make as large a contribution as word reading for comprehension14:00 The difference between syntax and grammar20:00 Why syntactical knowledge is so helpful in the  comprehension process24:00 Prosody helps us with our fluency with reading30:00 Syntax is somewhere between the individual words and the meaning of the text33:00 We've gone through several generations of students who aren't being taught syntax37:00 It's  more fun to talk about the meanings of words39:00 Start teaching syntax by thinking about the most essential build block45:00 Connecting words are meaningless in the absence of other words53:00 By spending more time instructing on syntax, we will reach more of our students.56:00 Closing: Syntax is something we can start promoting, developing, encouraging, and embracing from the beginning.*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by research scientist and professor Julie Van Dyke, Ph.D., who explains why syntax instruction may be the missing piece in our mission to improve comprehension outcomes for all students. Together, Julie and Susan discuss why syntax is the part of the language system that matters for comprehension, how the same systematicity and rule governance that you find in teaching phonics also exists in syntax, and how explicit syntax instruction could be the next breakthrough in evidence-based literacy education.Show notes:Register to join our Science of Comprehension Symposium.Submit your questions on comprehension!Connect with Julie Van Dyke on LinkedIn.Learn more about Julie Van Dyke's research on her website.Watch an interview about Syntax Comes First: Understanding How Syntax Is the Backbone of ComprehensionWatch Dr. Van Dyke's webinar: Finding the Missing Link in Reading Comprehension. Access recent Perspectives issues via the IDA. Listen to Season 2 of Amplify's Beyond My Years podcast.Join our community Facebook group.Connect with Susan Lambert.Quotes:"In English, syntax is word order. Syntax is the relationship between the entities in a sentence." —Julie Van Dyke, Ph.D."If you want to increase comprehension, you need to be explicit in syntax because that's the part of the language system that matters for comprehension." —Julie Van Dyke, Ph.D."Comprehension is the glue between the words. It's the process of gluing the words together, each word as you go." —Julie Van Dyke, Ph.D.Episode Timestamps:00:00 Introduction: Syntax and comprehension with Julie Van Dyke, Ph.D.06:00 Nervousness around syntax instruction11:00 Comprehension is the glue between words15:00 The difference between grammar and syntax19:00 How the brain learns language and how syntax is related to that learning24:00 Oral language is much less complicated than written language30:00 Explaining regressions33:00 The need to be explicit in syntax instruction36:00 How we develop fluency as syntax44:00 Closing thoughts: Syntax can move the needle on the nation's report card*Timestamps are approximate, rounded to nearest minute

Adam Galinsky reveals the core skills anyone can master for more inspiring leadership. — YOU'LL LEARN — 1) The easiest way to uplift the people around you 2) The 15-minute exercise that makes you visionary 3) The quick trick to feeling more confident and powerful Subscribe or visit AwesomeAtYourJob.com/ep1020 for clickable versions of the links below. — ABOUT ADAM — Adam Galinsky is a celebrated social psychologist at Columbia Business School known for his research on leadership, decision-making, teams and ethics. His scientific research—consisting of over 1000 studies published in over 200 scientific articles—has been cited more than 64,000 times. In Galinsky's latest book, Inspire, he weaves together his decades of research and global consulting experience to reveal the science of how to become more inspiring. His TED Talk, “How to Speak Up For Yourself,” has been viewed more than 7.5 million times and his book Friend and Foe, was an audible and eBook bestseller. • Book: Inspire: The Universal Path for Leading Yourself and Others • Study: “The Vicious Cycle of Status Insecurity” • Website: AdamGalinsky.com — RESOURCES MENTIONED IN THE SHOW — • Study: “Considerations of Some Problems of Comprehension” by John D. Bransford and Marcia K. Johnson • Past episode: 279: How to Feel More Alive at Work with Dan Cable — THANK YOU SPONSORS! — • Vanguard. Give your clients consistent results year in and year out with vanguard.com/AUDIO• Quince. Get free shipping and 365-day returns on your order with Quince.com/Awesome• Taelor. Visit Visit taelor.style and get 10% off gift cards with the code PODCASTGIFT• Cashflow Podcasting. Explore launching (or outsourcing) your podcast with a free 10-minute call with Pete.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

When our students struggle with comprehension, it may be that we need to go all the way back to the sentence level. In this episode, Nancy Hennessy discusses many different ways that teachers can help improve students' sentence comprehension. You may want to take notes!Get the show notes here: http://themeasuredmom.com/episode163Get the free Words Working Together activity: https://www.themeasuredmom.com/tmm_optin/differentiated-passages/ Sign up for my free masterclass, 5 Essential Steps to Reach All Readers. Get my book, Reach All Readers! Looking for printable resources that align with the science of reading? Click here to learn more about our popular and affordable membership for PreK through 3rd grade educators.Connect with me here! Blog Instagram Facebook Twitter (X)

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Affiliated Scholar at the Stern Center for Language and Learning, Melissa Farrall, Ph.D., to discuss understanding assessment. Melissa explains why it's beneficial for every educator to understand the fundamentals of assessment, especially comprehension assessment. Together, Melissa and Susan discuss the relationship between reading comprehension and language comprehension, why reading comprehension can be challenging to assess, and how, in a perfect world, educators would be trained both in the Science of Reading and assessment.Show notes:Submit your questions on comprehension!Access free, high-quality resources at our brand new, companion professional learning page.Connect with Melissa Farrall on LinkedIn.Learn more about Chall's Stages of Reading Development.Read The Academic Achievement Challenge: What Really Works in the ClassroomListen to Season 2 of Amplify's Beyond My Years podcast.Join our community Facebook group.Connect with Susan Lambert. Quotes:"My view of reading comprehension is that it is thinking guided by print." —Melissa Farrall, Ph.D."If we supplement our evaluation with measures of listening comprehension, we can then get a sense of an individual's ability to make meaning." —Melissa Farrall, Ph.D."In a perfect world, we would have not just evaluators, but educators who are trained both in the Science of Reading and in assessment so that we can all sit at the same table and participate." —Melissa Farrall, Ph.D.Episode Timestamps:00:00 Introduction: Exploring comprehension assessment, with Melissa Farrall07:00 The legacy of Jean Chall's research on the developmental stages of reading10:00 "Reading Assessment: Linking Language, Literacy, and Cognition"17:00 Comprehension is thinking guided by print21:00 Different ways of assessing reading comprehension27:00 Kintsch's construction-integration model30:00 Word recognition33:00 Reading comprehension is not easily quantified38:00 How background knowledge affect the meaning-making process41:00 The two modalities of language comprehension45:00 How today's educators might think differently about comprehension instruction48:00 Closing thoughts*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by University of Oregon College of Education Professor and Ann Swindells Chair in Education Gina Biancarosa, Ed.D., to explore how best to assess for comprehension. Gina elaborates on her extensive work developing more precise and informative measurements of reading comprehension and discusses think-aloud research, demonstrating how to infer for coherence, and examining how students who are struggling with comprehension tend to rely too heavily on making inferences or paraphrasing.Show notes:Submit your questions on comprehension!Access free, high-quality resources at our brand new, companion professional learning page.  Connect with Gina on LinkedIn.Read “Diagnostic and Instructionally Relevant Measurement of Reading Comprehension”Resources:Listen to Season 2 of Amplify's Beyond My Years podcast.Join our community Facebook group.Connect with Susan Lambert.Quotes:"A lot of what we know about reading comprehension comes from think-alouds where you ask someone to tell you what they're thinking as they read." —Gina Biancarosa, Ed.D"To model reading comprehension, [try] thinking aloud in front of a classroom of students in a way that is instructive for them, and also authentic to the reading process." —Gina Biancarosa, Ed.D."Students are making causal inferences in their daily lives, when they watch movies, and when they're hearing stories. And so what we're really trying to do is get them to generalize these behaviors that they engage in outside of the task of reading, during reading." —Gina Biancarosa, Ed.D.Episode Timestamps:02:00 Introduction: Gina Biancarosa, Ed.D. and comprehension assessment08:00 How do we assess comprehension?14:00 Think-aloud research21:00 MOCCA (Multiple-Choice Online Causal Comprehension Assessment)24:00 Causal coherence30:00 Paraphrasers and elaborators33:00 Comprehension assessment research39:00 Professional development and comprehension assessment42:00 Closing thoughts*Timestamps are approximate, rounded to nearest minute