Podcasts about science of reading

Two former public school teachers — and twin sisters — pull back the curtain on what really happens in a classroom of 25+ kids, including the one statistic that will change how you think about homeschooling forever. Kathy and Melissa share why they left teaching to homeschool their own children, why neither of them ever finished a curriculum in 30 years in the classroom, and how they turned the science of reading into a play-based system any parent can teach — no degree required. We cover special needs reading struggles, when to pull kids out (and when to put them back in), navigating SEL and gender ideology creeping into public schools, and how much one-on-one time actually moves the needle for your child's confidence and learning. Plus: practical tips for making phonics drills fun instead of painful. If you're second-guessing whether you're "enough" to homeschool your kids, this conversation will put that fear to rest.Find Kathy & Melissa:www.littleshoesacademy.comOur facebook group is https://www.facebook.com/groups/685911939807596Our instagram is https://www.instagram.com/littleshoesacademy/ Resources from Cheryl:

If you're looking for accessible, research-based information that slices through the endless loads of overly worded baloney, I would encourage you to subscribe to my free Substack, The Reading Instruction Show. Substack: The Reading Instruction Showhttps://thereadinginstructionshow.substack.com/

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.

A pet peeve is an irritating annoyance. We can have pet peeves about anything, including reading education and the arguments that rage around it. Here are some of the things that I find annoying about those practices and debates.

https://linktr.ee/hwttIn this episode, we explore a common misconception about the Science of Reading—that it only applies to early elementary instruction and foundational phonics skills.Our conversation with Dr. Sage Maydew and Dr. Sharice Adkins, both Assistant Professors for The Teachers College at Emporia Sate University focuses on what reading development looks like beyond K–2 and why intermediate and secondary educators also benefit from understanding the cognitive and linguistic processes involved in skilled reading. We discuss how vocabulary, morphology, comprehension, background knowledge, and automatic word recognition continue to shape student learning across disciplines long after students have learned basic decoding skills.The episode also examines why some older students may continue to struggle with reading due to unresolved foundational gaps that were never identified or fully addressed. Along the way, we consider how knowledge of reading development can help content-area teachers better support students without becoming reading specialists.“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” https://linktr.ee/hwtt

Send us Fan Mail Test scores are declining, governors are calling for reform, and policy leaders are debating how to fix math and reading instruction—but the deepest problem in K-12 education isn't what we're teaching. It's that we've built a system optimized for narrow test performance instead of genuine intellectual development. In this episode, executive director and educator M.A. Aponte draws on lived experience running a charter school to examine what the research actually says works—and makes a principled case for why critical thinking must be the foundation of everything we teach. Includes a 3-Question Curriculum Audit any teacher, leader, or parent can apply right now. Support the showJoin My Substack for more content: maaponte.substack.comConsulting/Advisory Services: MAAponte.comProfessional LinkedIn Page: www.linkedin.com/in/maaponteFinancial Budget/Wealth Management app (FREE): https://centsora.com/CHECK OUT OUR NEW CRITICAL THINKING GAME APP! Currently in BETA: Android: https://play.google.com/store/apps/details?id=com.base692af669b00f0dc8d8ad6653.appWeb: https://play.google.com/apps/testing/com.base692af669b00f0dc8d8ad6653.app*Coming soon to Apple Store

Language is the foundation. Everything else is built on it.In this episode of the ShiftED Podcast, Chris Colley sits down with Dr. Danielle "Nell" Thompson — literacy leader, coach, and former speech-language pathologist — for a wide-ranging conversation on what really sits at the heart of teaching children to read.Nell traces her thinking back to a moment standing in a museum inside the Arctic Circle, when she realized the Iñupiaq language around her had been oral for thousands of years and only written down within living memory. That single insight reshaped how she sees literacy: as a developmental extension of language itself, not a mechanical skill bolted on top.Along the way, Chris and Nell explore why the post-2000 turn toward the "five pillars" left oral language out of the picture and what it has cost classrooms since. They dig into the difference between consulting and coaching, and why coaching changes who holds the power in a school. They talk about honouring the "Englishes" and language variants children bring with them from home, and about "we're only partially right" as a humble frame for teachers and leaders alike. Nell closes with the paradigm shift she sees coming next: full integration of speaking, listening, reading, and writing across every subject, taught by educators who understand language as the original architecture of the learning brain."The original architecture of the human brain that we build academic success on is the language architecture." — Dr. Danielle "Nell" Thompson

What happens when a tenured professor realizes that the very system she serves is "irreparably broken"? In this episode, Todd Zipper sits down with Dr. Maria Murray, the force behind The Reading League, to discuss the staggering reality of American literacy. Despite massive financial investment in our K-12 systems, only three out of ten students read at grade level—a statistic Murray argues is the "biggest public health issue" in our country. She shares her journey from the "science closet" of academia to launching a national movement that empowers teachers with the tools they were never given in their initial preparation.We dive deep into the "Science of Reading," a term often misunderstood as a mere return to phonics. Murray clarifies that this body of knowledge is an interdisciplinary "ology" that explains how the brain develops, why students struggle, and how to effectively remediate reading difficulties. We discuss the "Mississippi Miracle" and the power of explicit, systematic instruction that moves beyond "child-centered" theories to proven, causal claims that deliver superior outcomes for almost all students.Finally, the conversation turns to the systemic hurdles preventing this knowledge from becoming ubiquitous. From the lack of market signals in schools of education to the pushback from unions and the "myth" of learning styles, Murray pulls no punches on what it will take to reach the 90% success rate that the data proves is possible. Whether you are an educator, a parent of a child with dyslexia, or a policymaker, this episode offers a compelling roadmap for how we can finally fulfill the moral imperative of ensuring every child has the human right to read.

In this uplifting episode of Reading With Your Kids, Jed welcomes two very different – but equally inspiring – guests who are helping kids fall in love with reading in their own ways. First, Jed talks with educator Sheila Robitaille about Reading Eggs, a science-of-reading–based ed tech program that helps children move from learning to read to reading to learn. Sheila breaks down the five pillars of reading—phonemic awareness, phonics, vocabulary, comprehension, and fluency—and explains how Reading Eggs weaves them together in a fun, gamified environment. She describes how kids earn "golden eggs," level up through Fast Phonics, Reading Eggs, and Reading Express, and explore a digital library of over 4,500 books with optional "read to me" audio and comprehension quizzes. Sheila also addresses the old "reading wars," why some kids need more time for their brains to rewire for reading, and how the program can support struggling readers, English language learners, and even parents who may not be confident readers themselves. Then Jed is joined by 10-year-old author Aizelle San, who wrote her picture book Skye's Wacky Raindrop Rescue after watching raindrops fall outside her window at age eight. Aizelle shares Skye's adventurous quest to find her missing parents, introduces listeners to quirky characters like a wart-covered frog and an ant named Antsy, and talks about working with her mom, brother, and illustrator to bring the story to life. She's already drafting more books, including a chapter book called The Compass. Aizelle closes with wise advice about love, support, and reading together as a family.

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

On this episode of the ShiftED Podcast, Timothy Shanahan joins the conversation to unpack the evolving debate around literacy, reading instruction, multilingual classrooms, and the “science of reading.” Drawing from decades of research and his book Leveled Reading, Leveled Lives, Shanahan explores why strong reading comprehension still sits at the center of critical thinking, digital literacy, and student success. From Québec classrooms to broader global conversations about AI and education, this episode challenges educators to move beyond buzzwords and reconnect literacy instruction to evidence, knowledge-building, identity, and belonging.

On this week's episode, Mike Petrilli is joined by David Griffith and Brian Fitzpatrick to discuss Fordham's latest report, From the Teacher's Desk: A Science of Reading Progress Report. Drawing on a nationally representative survey of K–3 teachers, they examine what educators understand about reading instruction, how state policies are shaping classroom practice, and where progress has been made. The takeaway: While many teachers are embracing the science of reading, gaps in knowledge and implementation remain.Then on the Research Minute, Amber Northern examines new evidence on student attendance, finding that most variation is driven by student characteristics rather than school districts, raising important questions about policies that tie funding to average daily attendance.Recommended content: From the Teacher's Desk: A Science of Reading Progress Report —David Griffith and Brian Fitzpatrick, Thomas B. Fordham InstituteWonkathon 2025 Anthology: What comes next for the science of reading? —Edited by Brandon L. Wright and Elainah Elkins, Thomas B. Fordham InstituteImperfect Attendance: Toward a fairer measure of student absenteeism —Jing Liu, Ph.D., Thomas B. Fordham InstituteHow Large are District Effects on Student Attendance? Implications for School Funding Based on Average Daily Attendance David S. Knight and Mark Olofson, EdWorkingPapers (2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

This episode of The Rural Voice podcast features a conversation with Superintendent Tracy Kingsley and teacher Ashley Wood from the Newburgh R2 School District in rural Missouri, highlighting how a structured literacy coaching initiative transformed early reading outcomes in their schools. In response to post-COVID learning loss, teacher inexperience, and inconsistent literacy instruction, the district partnered with TNTP to implement a coaching model grounded in the science of reading. The approach emphasized collaboration over evaluation, with coaches working directly alongside teachers through classroom visits, modeling, and ongoing feedback. This support led to curriculum changes, stronger alignment between grade levels, and significant gains in foundational literacy skills, including a dramatic increase in first-grade reading proficiency. District leadership played a key role by prioritizing professional development, protecting instructional time, and fostering teacher buy-in through trust and shared decision-making. The discussion also underscores the importance of family engagement, data-driven assessment, and long-term sustainability planning in small rural districts. More broadly, the episode frames literacy coaching as a scalable, high-impact strategy while raising concerns about funding, policy pressures, and the future of rural education. Bios Tracy Kingsley is the Superintendent of the Newburg R-II School District and is currently in her third year in that role. She brings 30 years of experience in public education, including 18 years as an elementary teacher, one year as a reading coach, and 11 years in administration. Her background reflects a sustained focus on literacy, instruction, and school leadership in rural education settings. Ashley Wood is a kindergarten teacher at Newburg R-II School District, currently in her second year of teaching and her second year in the kindergarten classroom. Prior to becoming a teacher, she spent two years working as an Early Childhood Special Education paraprofessional in Rolla immediately after high school. She is currently completing her bachelor's degree in early childhood education and is set to graduate in May.

What does the Science of Reading actually look like in a real classroom?In this powerful and practical episode, we're joined by Jen Jones from Hello Literacy, who breaks down the research into clear, doable steps teachers can implement straight away.If you've ever felt unsure about guided reading, running records, sight word lists, or online readers - this episode is your permission slip to rethink, refine, and reset.What We Cover in This Episode:Why grouping by skill (not reading level) changes everythingThe simple assessment shift that gives you clearer data in minutesHow to use decodable texts without making literacy feel roboticA smarter way to teach sight words that actually sticksThe permission teachers need when shifting to Science of Reading practicesKey Takeaways:Teach the skill, not the levelAlign your literacy block with decoding researchProgress over perfection when making changesUse a phonics scope and sequence as your instructional roadmapCreate small group folders organised by phonics skillThis conversation is honest, empowering, and packed with actionable strategies. And perhaps most importantly? Jen reminds us that growth requires experimentation and imperfection is part of the process.Rainbows ahead,Alisha and AshleighResources mentioned in this episode: Check our Jen's website: Hello LiteracyHello Decodables website Jen's Free Phonics Assessment and Quick Placement Assessment Connect with Jen Jones on InstagramPurple Project Video mentionedBook mentioned: The ABCs and All Their Trick By Margaret BishopAPPLE PODCAST | SPOTIFY  | AMAZONAbout Today's GuestJen Jones is a veteran educator, literacy consultant, and the founder of Hello Literacy and Hello Decodables. With over 30 years of experience as a classroom teacher and literacy coach, Jen specializes in translating the Science of Reading research into practical, classroom-ready instruction. She is the author of a comprehensive phonics scope and sequence and has created a full library of decodable books and small-group lessons used in schools across the country. Jen is passionate about helping teachers move from confusion to clarity so students can become confident, skilled readers.Let's hear from you! Text us!

Show-Me Institute Audio Briefs features audio versions of select articles, commentary, and publications from the Show-Me Institute. Learn more at showmeinstitute.org: https://showmeinstitute.org/article/education/why-the-science-of-reading-is-missouris-path-forward/ Produced by Show-Me Opportunity This episode was produced using AI-generated narration.

In this 45-minute presentation, I walk through five beliefs about the science of reading. The intent is to spark curiosity and encourage conversation. Watch this presentation in tandem with my free eBook What School Leaders Need to Know About the Science of Reading. Use these resources as a starting point for holding much-needed discussions in your school around effective literacy instruction. If you would like support with facilitating this type of conversation, don't hesitate to get in touch with me here.Take care,MattP.S. Join me for the next professional learning event: a conversation with Dr. Kelly Cartwright, author of Executive Skills and Reading Comprehension: A Guide for Educators.Full TranscriptWhat School Leaders Need to Know About the Science of ReadingTranscript of a presentation based on the free ebook resource available to download.About MeHi, I'm Matt Renwick. I'm sharing this presentation: What School Leaders Need to Know About the Science of Reading, based on the free ebook resource available to download.A little bit about myself. I'm a father of two teens and a husband to Jodi, who is also a teacher. My son is currently in college — whenever I visit, I try to find something fun for us to do together. My daughter is a junior in high school. I'm also a very part-time bookseller at an independent bookstore in my hometown. This is our dog, Millie. She works Sundays with me and is excellent at her job. And one of the things I most enjoy is visiting national parks. My most recent trip was to the Rocky Mountains for a mountain biking trip — though I'll admit I'm not a big fan of heights, so I drove the rest of the party up to the trailhead and cheered them on from there.Starting With a BookI want to begin by referencing a book — not reading it aloud, but using it as a frame. It's called Duck! Rabbit! by Amy Krouse Rosenthal and Tom Lichtenheld. You may have seen it. It uses an optical illusion — is it a duck or a rabbit? One person sees a duck; another sees a rabbit.I've found this book especially useful for lowering the emotional temperature when we start talking about the science of reading. After reading it aloud, I typically invite a group to pause and reflect on these three questions:* When we debate reading instruction, are we arguing about what's best for kids — or about who's right?* Where in your work do you notice people looking at the same data and seeing completely different things?* What would it take for you to genuinely consider a perspective on reading instruction that you've resisted?If you're watching this with a group, I'd encourage you to pause here and have a conversation.How This Resource Got StartedThe impetus for this presentation came from a colleague who was supporting a new administrator. This new administrator was already getting inundated with requests for evidence-based workbooks and heavily phonics-focused resources. She reached out and asked me to share my take on the science of reading with this administrator.Here's what I shared in an email:First, reading instruction is complex. It's not a simple equation you can plug resources into and expect to produce readers.Second, science requires inquiry, not dogma. If a field is a true science, it will continue to conduct research, look at what's working and what's not, and reevaluate its philosophies in light of new evidence.Third, multiple sciences of reading matter. We can't just look at cognitive science. We also have to look at the science of engagement, the science of motivation, the science of efficacy, and the science of goal setting. These all matter.Fourth, authentic texts should support skill development. A lot of resources strip away rich, relevant text in service of isolated skill practice — and we know that doesn't work.Fifth, programs do not equal responsive instruction. I've heard this called “solutionitis” — the idea that buying a program will automatically raise reading scores. We know that's not the case.I sent that email and waited a few weeks without hearing back. I eventually reached out to my colleague and learned the administrator had left the position. My first assumption was that the complexity of the topic had scared them off — but actually, they'd landed a dream job. Still, the experience got me thinking about all the new administrators coming into these roles without much background in this area. That's what I want to address through both this presentation and the ebook.My Beliefs — A DisclaimerWhat follows is based on my current beliefs, grounded not just in my own experience but also in research and in conversations with colleagues who know more than I do in certain areas. These beliefs are evolving. I hold them with humility.Belief 1: Teaching Reading Is Not SimpleThere's been a lot of conversation lately about the “simple view of reading.” I'd argue that teaching reading is anything but simple. It takes a long time to become highly skilled at teaching readers.I recently came across a New York Times article titled “Kids Rarely Read Whole Books Anymore — Even in English Class.” I found it striking because when I taught fifth and sixth graders 25 years ago, we were reading multiple novels a year as a class. Then we moved away from that — toward anthology series, excerpts, comprehension questions, skill packets. I'm not saying whole-class novel study is a best practice across the board. But it's worth asking: we introduced all these programs, and the result is that kids aren't reading books anymore. How do we find the balance — where resources support instruction without becoming the curriculum? As Peter Afflerbach likes to say: How do we teach readers, not just reading?The Simple View of Reading — from Gough and Tunmer — reads like an equation: decoding + language comprehension = reading. There's research that supports this. The problem is that it's incomplete. It doesn't account for all the other ways kids become readers.One of the biggest promoters of this simplified narrative has been Emily Hanford's Sold a Story podcast. I counted the transcripts of the first eight episodes: phonics is mentioned 48 times, comprehension 10 times, and engagement 0 times. You can see how media shapes the public's understanding of reading instruction — and how that narrative flows into legislation. Wisconsin's Act 20, for example, is heavily phonics-focused. Some of the assessments it prioritizes, like oral reading fluency, can be useful indicators — but they don't even measure comprehension.An Active View of Reading — introduced by Duke and Cartwright — is what I promote instead. It still values word recognition and language comprehension, but adds important components: bridging processes (print concepts, fluency, vocabulary knowledge), and active self-regulation (motivation, engagement, executive functioning, strategy use). These aren't extras — they're prerequisites for students to become highly effective, engaged readers. Notably, this is a reader model, not a reading model. It recognizes that reading is also shaped by the texts we choose, the tasks we design, and sociocultural context — including diverse authorship, representation, and the absence of bias.A practical implication: expand your assessments. As a principal and teacher, I learned that what we measure is what matters. Right-to-read legislation may mandate oral reading fluency screening, and that's fine — but we can also look at attendance and behavior as root causes, consider whether language barriers rather than reading skill are the real challenge for some students, and include teacher observations and student voice. Think about what it means to take a fuller picture of a reader.Belief 2: The Science Is Anything But SettledI once posted this on Twitter:“I don't know who needs to hear this. Teaching a literacy curriculum program like a script, lesson by lesson, to all kids without considering their current interests, abilities, and needs is not scientific, drains the joy out of learning, and leads to inequities.”It got significant engagement — many positive responses, but also real pushback. Someone at the higher ed level responded that teachers actually love the script because it gives them structure. I understand that perspective. But the insistence that the science is settled — and that it's simply a matter of implementing the right program — is not only factually wrong; it's intellectually closed.Notice even the language: the science of reading. That definite article is essentialist, exclusive — like “the Olympic Games” or “The Ohio State University.” If you're for the science of reading, you believe X. If you don't, you're outside the movement. People have been pushed to the margins of these communities simply for raising questions. That doesn't feel very scientific.Any professional field that considers itself a science goes through paradigm shifts — a concept introduced by Thomas Kuhn. Normal science gives way to anomalies, then to a model crisis, then to revolution, then to a new paradigm. Copernicus gave us one example. I believe reading instruction is stuck in the model crisis — cycling through the same debates without genuine revolution. We can't change the whole profession, but we can make progress locally.One approach I've found effective: use professional journal articles to facilitate conversation — not to prove a point, but to create space for educators to engage with ideas. Rachel Gabriel's article “The Sciences of Reading Instruction” is a good one. It's balanced, uses helpful metaphors, and raises productive questions.Pair it with shared agreements (I use: stay engaged, experience discomfort, speak your truth, expect and accept non-closure) and a dialogue protocol — like the 4As — to make sure all voices get space, not just the loudest ones.Belief 3: Good Intentions Can Lead to Inequitable OutcomesWisconsin's Act 20 — our right-to-read law — was written in July 2023. Like many state laws of its kind, its language has been heavily influenced by certain think tanks, commercial providers, and media figures. It requires science-based early reading instruction, mandates universal screening and intervention systems, restricts certain curriculum approaches (no three-cueing in core reading curriculum starting in 2024–25), and requires professional development around structured literacy for K–3 teachers, principals, and reading specialists.There are also third-grade promotion policies. In some states — Ohio, Florida, Mississippi — students who are not deemed proficient can be retained. Up to a third of an entire third-grade cohort in some cases. The long-term effects of that are deeply concerning.I share this because I do believe most people involved in this legislation want kids to perform better. But good intentions can produce inequitable outcomes when:* Single scores become students' identities* A student who scored at the 24th percentile versus the 25th percentile on an ORF assessment receives a personal reading plan and a letter home — without anyone asking whether they had a rough night, or whether they still see themselves as a strong reader* We do things to students rather than with them, stripping away agency and voiceWhat I've observed as this movement plays out in schools: more scripted curricula, limits on responsive instruction, isolated skill practice, decontextualized text, and assessments that measure only what's easy to measure. The downstream effects include the removal of voice and choice, classroom and school libraries collecting dust, independent reading squeezed out, teacher professionalism diminished, and authentic tasks like project-based learning deprioritized.One counter-move: empower students to curate and organize their classroom or school library. This can be an ongoing project — lay the books out, let students decide the organization, identify gaps, and bring in culturally relevant titles. Use book order points and let kids choose. You'll see more engagement, more reading, and you'll free up some of your own time in the process.Belief 4: One Science Is Dependent on AnotherI was recently working with a team discussing teacher beliefs and their role in effective reading instruction. I posed this question: Imagine your principal removed all the core ELA resources from every classroom. Could your teachers still teach their students?After a pause, the group said — yeah, we could.So what would that look like?And that's when the real conversation started.I raise this because critics of the science of reading movement have pointed out that proponents often can't articulate a coherent theory. “Sequential and explicit direct instruction” is a process, not a theory. What's the actual theory of action for teaching readers? That question matters.One answer is an instructional model that allows teachers to be responsive. I've used Regie Routman's Optimal Learning Model from Literacy Essentials in two schools as a principal. What I like about it is the arrows going both directions — we move between whole-class demonstration, shared practice, guided reading, and independent reading based on real-time, informal assessment. If kids aren't ready, we go back. This takes significant professional development to build capacity, but it also inoculates schools against scripted program dependency.The larger point is this: teaching readers well requires holding multiple sciences in tension simultaneously. Cognitive science — comprehension, decoding, fluency. Affective science — motivation, engagement, identity. Metacognitive science — goal setting, self-efficacy, agency. These don't operate in isolation. When you weave them together — for example, using a classroom library project that builds both reading identity and cognitive engagement — you see real growth.How to build this knowledge in your staff: As a principal, I had to build my own curriculum. I subscribed to several journals — I didn't read every article, but I'd browse the table of contents, pull one article, read it with margin notes, and then summarize it in my Friday staff newsletter, linking to the original. I became an information distiller. That made it possible to walk into a classroom and have a research-grounded conversation with a teacher who held strong views — not as an expert telling them what's right, but as a colleague asking questions. What did you think about that article on Orton-Gillingham? It becomes a much more objective, productive exchange.Belief 5: You Can't Buy the Science of ReadingThis became real to me as a principal when a reading recovery interventionist was trying to get a first-grade student to come to his sessions. Reading Recovery is a highly evidence-based intervention — but she couldn't get him to come. We suspected executive functioning challenges and a history of reading struggle that made being singled out feel threatening.So she brought in a Venus flytrap. She told the student: if you come to my room, you get to feed it one fly.Eventually, I walked in, and there was a pile of dead flies next to the plant. This student had started bringing his own food supply. The teacher had to explain that they couldn't overfeed it. What started as external motivation — a Venus flytrap — gradually shifted toward internal, identity-forming reinforcement. She had the student, after reaching a benchmark, choose a few books he actually wanted to read. That was the celebration.You can't legislate this. You can't buy it. It's built over time through teachers developing deep knowledge — not just of reading, but of kids, of pedagogy, of motivation and engagement, of executive function, of the ways all these strands weave together into a reader's identity. It takes sustained investment in self-study and collective growth.This shakes out in school-level data as well. As a principal, I used to look at statewide scores and identify schools similar to mine demographically — Title I schools — that were doing better. Then I'd cold-call their principals and reading specialists and ask: what are you doing?Four themes emerged:* High expectations for every student. Inclusion was the default. Intervention was carefully integrated with Tier 1, not siloed.* Sustained investment in teachers. Not cutting PD days. Not just buying a program and saying good luck. Actually coaching and developing teachers over time.* Different programs, shared beliefs. Every school used something different — some used Units of Study, some used anthologies, one had developed their own materials. What they shared was a deep commitment to common beliefs and practices. One principal described respectfully but clearly inviting a teacher who wouldn't get on board to find a better fit elsewhere.* No superheroes. No one teacher stood out as exceptional. What they had was a willingness to have hard conversations and an evolving, collective commitment to what they knew to be effective.One practical strategy: develop shared beliefs as a staff. I used Regie Routman's Read, Write, Lead, which includes over 20 belief statements. Each year I'd put them in a Google form — agree or disagree. The first year, we had two shared beliefs. We celebrated. The next year, we focused our professional development on the areas of disagreement. The year after that, we had five. And we kept growing.As a principal, I could then walk into classrooms and reference those shared commitments — affirming what I saw that was aligned, and asking honest questions when something was missing. The expectations were clear. The conversations were respectful.You can also do this as a whole-group activity: post belief statements on chart paper, give staff colored dots, and ask them to place their dots on a spectrum from agree to disagree. Then have them talk about why. This builds not just shared beliefs but perspective-taking — recognizing that most people sit somewhere in the middle, and that the goal is to move together toward greater alignment over time.ClosingI want to close with a student I remember from third grade — a kid who by second grade saw reading as something you do in school, not something you love. A capable reader, but not a joyful one.In third grade, his teacher read aloud Tales of a Fourth Grade Nothing by Judy Blume. He related to Peter Hatcher — oldest of three boys, with a younger sibling who was like Fudge. He read and re-read that book until the pages were falling out of his copy. He loved it so much that he wrote some not-so-great fan fiction trying to emulate Judy Blume.If you look closely at the bottom left of the fan fiction — you can see my name there.That's how I became a reader. Not through a script. I'm sure I learned some skills in kindergarten and first grade. But what unlocked reading for me — what helped me see myself as a reader and to love it — was one read-aloud by one teacher who knew her students and knew what would turn them on to reading.Closing question: How do you choose to see your readers? Take a moment to think about how you're seeing them now — and how you might choose to see them a little differently tomorrow.Thank you for watching What School Leaders Need to Know About the Science of Reading. Please reach out if you have any questions. And thank you for your work, your leadership, and your readership. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit readbyexample.substack.com/subscribe

Despite all the interest in the "science of reading" (SOR) there are still some serious misunderstandings when it comes to recognizing and using research evidence. Even many proponents of SOR, in their zeal to get their way, misuse research as more of a rhetorical device than as a method for determining what would be best for children.

In this episode, guest host Dr. Chrisna Perry sits down with literacy expert Dr. Lee Wright to explore practical, classroom-ready strategies for differentiating reading instruction without sacrificing evidence-based practices.From building effective small groups to balancing skill development with meaningful reading experiences, they unpack how educators can support diverse learners while staying grounded in the principles of the Science of Reading.Whether you're refining your small group instruction or rethinking how differentiation fits into your literacy block, this conversation offers actionable insights you can apply right away.Visit Savvas.com/Literacy today to learn more about our high-quality PreK-12 literacy solutions for your school district. To keep the conversation going follow us @SavvasLearning on Instagram, Facebook, X, Youtube, or Linkedin. Visit Savvas.com today to learn more about our award-winning K-12 programs and to request curriculum samples for your school or district.

ValueIn this episode with Reid Lyon, we go straight to the source of the modern reading research movement. You hear firsthand what the research actually revealed about how children learn to read, where implementation has gone wrong, and why misunderstanding the science continues to create confusion in classrooms. This is not secondhand interpretation. It is direct insight into the evidence, the history behind it, and the consequences of getting it wrong. You walk away with deeper clarity about literacy acquisition and stronger conviction about what matters most.PromiseWe will not water this down.We will not rewrite history.We will not soften the hard truths about research and implementation.We will examine the science.We will confront the misinterpretations.We will connect the evidence to real classroom practice.No spin.No agenda.Just research, accountability, and clarity you can stand on.Kicking off March Madness with the LION OF READING!

The Science of Reading is a research-backed approach grounded in decades of neuroscience and psychology. English, Language, and Development Literacy Coordinator Jessica Hackenson explains that reading must be intentionally taught through clear, explicit instruction in foundational areas such as phonological awareness, systematic phonics, and background knowledge. Jessica shares practical ways parents can support literacy at home, including the power of reading aloud to build vocabulary and prosody, while avoiding approaches that feel overly repetitive or discouraging. She offers insight and confidence to support strong, lasting literacy development.

FOLLOW RICHARD Website: https://www.strangeplanet.ca YouTube: @strangeplanetradio Instagram: @richardsyrettstrangeplanet TikTok: @therealstrangeplanet EP. #1318 The Face Knows: The Forbidden Science of Reading Power, Deception, and Destiny Richard Syrett dives into the forbidden art of physiognomy with Taylor Northcutt, founder of Prosopa Insights. For millennia, humanity read character, temperament, and intent directly from facial structure—not as random genetics, but as a biological record shaped by the same forces that forge dominance, empathy, deception, and will. Kings, judges, and artists once trusted this wisdom; then modern society buried it, dismissing it as pseudoscience. Northcutt revives these ancient patterns, exploring why certain faces inspire instant trust or visceral unease, how power etches its signature, and why early depictions of Christ follow precise archetypes. The conversation pressure-tests real-world figures—Jeffrey Epstein's predatory charm, Vladimir Putin's sealed restraint, Donald Trump's raw readability—and even doppelgängers, including Richard's own resemblances to Tucker Carlson and Kenneth Branagh. Culminating in the Shroud of Turin, they confront a provocative question: What happens when a civilization trains itself to ignore the truths written on the human face? GUEST: Taylor Northcutt is the founder and director of Prosopa Insights, a platform dedicated to reviving and applying physiognomy—the ancient practice of reading personality, temperament, and character from facial features. In 2024, he launched Prosopa Insights to offer personalized face-reading consultations, business consulting, educational content via his YouTube channel (@ProsopaInsights, with over 37K subscribers), articles, videos, and a Patreon "Physiognomy Academy." His work explores how faces reveal innate traits, often analyzing public figures, historical icons like Carl Jung, and modern personalities to demonstrate pattern recognition over pseudoscience. Northcutt positions physiognomy as a practical tool for self-awareness, relationships, and decision-making—encouraging people to "judge a book by its cover" in a grounded, observational way. WEBSITE: https://prosopainsights.com YOUTUBE: https://www.youtube.com/@ProsopaInsights SUPPORT OUR SPONSORS!!! QUINCE Luxury, European linen that gets softer with every wash! Turn up the luxury when you turn in with Quince. Go to Quince dot com slash RSSP for free shipping on your order and 365-day returns. Now available in Canada, too ⁠ BECOME A PREMIUM SUBSCRIBER!!!⁠ ⁠https://strangeplanet.supportingcast.fm⁠ Three monthly subscriptions to choose from. Commercial Free Listening, Bonus Episodes and a Subscription to my monthly newsletter, InnerSanctum. Visit ⁠https://strangeplanet.supportingcast.fm⁠ Use the discount code "Planet" to receive $5 OFF off any subscription. We and our partners use cookies to personalize your experience, to show you ads based on your interests, and for measurement and analytics purposes. By using our website and services, you agree to our use of cookies as described in our Cookie Policy. Learn more about your ad choices. Visit ⁠megaphone.fm/adchoices Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://strangeplanet.supportingcast.fm/

In a 2021 interview, Michael Sandel, author of the book The Tyranny of Merit argues that if merit can be understood as competence, a good thing to be clear, “The principle of meritocracy, simply put, says that if chances are equal, the winners deserve their winnings.” But as we grapple with meritocracy, or systems built around the idea that those who get ahead are deserving, he says, “What makes merit a kind of tyranny is the way it attributes deservingness to the successful.” How are we supposed to understand the great problems of our time: United States' incredible wealth and income disparities, child poverty, life expectancy gaps, infant mortality, student debt, or even incarceration rates through a lens of meritocracy? Sandel offers, “To rethink meritocracy requires, among other things, rethinking the mission and purpose of higher education.” But what about education inequality and the construction of affluent white suburban public schools as “Good Schools”, where the social and economic advantages of their proximity to wealth compound upward into higher property taxes, more funding, smaller class sizes, more course offerings, higher test scores and higher graduation rates?And that's a lens my guest today, Yong Zhao, Distinguished Professor of Educational Leadership & Policy Studies & Educational Psychology at the University of Kansas, wants to expand into redefining the purpose of K-12 education more broadly, from meritocracy to human interdependence.He's co-authored an open-access piece for the ECNU Review of Education by that name that you can search yourself or find in the show notes, and it's the focus of our conversation today. “[Meritocracy's] focus on ranking individuals according to flawed metrics fosters unhealthy competition, overlooks diverse human talents, fails to account for unequal starting points, and ultimately hundred both individual fulfillment AND societal progress,” they write, “We propose an alternative framework, the Human Interdependence Paradigm, which….emphasizes cultivating unique individual greatness, realizing [it] through applying it to solve meaningful real world problems for others, [and] fostering a sense of purpose and mutual reliance. The Human Interdependence Paradigm [for education] aims to create learning environments that promote collaboration, social intelligence, and ultimately, a more equitable and flourishing society.”You can email Prof. Zhao @ yongzhao.uo@gmail.comFrom Meritocracy to Human Interdependence: Redefining the Purpose of EducationThe Dark Side of Meritocracy, Noema Mag

Feb. 5, 2026- We explore efforts to prepare educators to teach science-based literacy education techniques. Our guests are Maria Murray, CEO of the Reading League, and Stephanie Finn, a literacy coach for the West Genesee School District and chair of the Reading League.

“This is a book about my life, about admitting ‘I was wrong,' and about how important it is to say it out loud,” is how our guest today, Diane Ravitch, begins her 2025 memoir, An Education: How I Changed My Mind About Schools and Almost Everything Else.What follows is her incredible life's journey spanning nearly nine decades, from learning to write as a left-hander using a quill pen at her Texas public school to becoming one of the most influential leaders of the modern conservative American education reform movement. Having spent the first half of her professional life in education policy advocating for national standards, testing, and accountability reform alongside charter schools and so-called school choice programs; as a founder of Thomas B. Fordham Institute, Assistant Secretary of Education during the George HW Bush administration, and serving on the board of the National Assessment for Educational Progress or NAEP (the “gold standard” of achievement assessments), however, as the opening quote reveals, after seeing this vision of education reform in action, she very publicly changed her mind about all of it.‍Diane has now spent the last 15 years vigorously challenging the same education reform movement she helped build. Co-founding the Network for Public Education, and writing several best-selling books critical of testing, corporate influence in education policy, and privatization. “We must have a more generous, contemporary vision of public schools and what they can be,” she writes. “I will use whatever time I have to fight for the ideals I believe in, to love the people who mean the most to me, to do whatever I can to strengthen democracy in my beloved country, and to advance the common good.”An Education: How I Changed My Mind About Schools and Almost Everything Else (Columbia University Press)

Join guest host Dr. Chrisna Perry and renowned literacy researcher Dr. Sharon Vaughn for a much-needed conversation on the Science of Reading and the growing national shift toward evidence-based literacy instruction. Together, they unpack some of the most common myths and misconceptions surrounding effective reading and writing instruction — and explain why applying the research across all grade levels, for all students, is more essential than ever.Visit Savvas.com/Literacy today to learn more about our high-quality PreK-12 literacy solutions for your school district. To keep the conversation going follow us @SavvasLearning on Instagram, Facebook, X, Youtube, or Linkedin. Visit Savvas.com today to learn more about our award-winning K-12 programs and to request curriculum samples for your school or district.

You know the science of reading works—you've seen the difference in your classroom. But what happens when your administrator isn't on board, or doesn't fully understand why this shift matters?In this episode, we'll walk through how to have these conversations with confidence and care. You'll learn how to share your classroom data, connect it to the bigger picture, and offer solutions that make it easier for your admin to say yes. Most importantly, you'll be reminded that administrators are humans too—and when you lead with clarity and collaboration, you can open doors for real change.In this episode, we'll talk about:Why many administrators hesitate about the science of reading.How to use your own student data to make a powerful case.What state and national reading scores reveal about the need for change.Low-cost, high-impact solutions you can suggest right away.The language that builds trust and keeps the conversation positive.By the end, you'll feel ready to walk into that meeting prepared, brave, and focused on what matters most: helping every student become a confident reader.Show LinksScience of Reading Formula Admin FlyerReport Card Data by State / NationalInternational Dyslexia Association Fact SheetThe Reading League Join Malia on Instagram.Become a Science of Reading Formula member!Rate, Review, and FollowIf you loved this episode, please take a minute to rate and review my show! That helps the podcast world know that this show is worth sharing with other educators just like you.Scroll to the bottom, tap to rate with five stars, and select "Write a Review". Then let me know what you loved most about the episode!While you're there, be sure to follow the podcast. I'm adding a bunch of bonus episodes to the feed and I don't want you to miss out! 

What should K-2 teachers know about teaching phonemic awareness, phonics, handwriting, and more? Teacher and author Amie Burkholder gives us practical tips in this quick and powerful episode! Get the show notes here: http://themeasuredmom.com/episode221Get the free Letter Sounds Game: https://www.themeasuredmom.com/tmm_optin/letter-sounds/ 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)

This edWeb podcast is sponsored by ParentPowered.The edLeader Panel recording can be accessed here.The latest research reveals a stark reality. Only one-third of fourth graders are reading at or above proficiency. While educators work tirelessly to address this crisis, the most underutilized resource in literacy development is often right at home: parents and caregivers.This edWeb podcast equips PreK through elementary educators and administrators with evidence-based, strengths-based strategies to transform parents into confident, effective reading partners. When families understand HOW reading happens and receive practical tools aligned with classroom instruction, the impact on student literacy can be transformative. Listeners learn to:Connect family engagement to each pillar of the Science of ReadingOrient parents around foundational skills, including phonemic awareness, phonics, fluency, vocabulary, and comprehensionIdentify strengths-based entry points that honor what families already bring to literacy learningSupport parents in building children's attention, focus, and reading readinessScaffold home reading routines by connecting families with books, literacy resources, and doable activities that can become home reading habitsPartner with families around learning goals in ways that leverage a family's unique insights and funds of knowledgeWalk away with actionable frameworks, dozens of activity ideas, and ready-made resources to share with families! Together, we can create a powerful home-school partnership that accelerates reading success for every child. This edWeb podcast is of interest to PreK-5 teachers, librarians, school leaders, district leaders, and education technology leaders.ParentPoweredCreating easy-to-use tools for great parenting to improve the lives of all childrenDisclaimer: 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.

Mary and Shannon are joined by Lindsay Kemeny, a returning guest and 1st grade teacher. Lindsay discusses her latest book and shares insights into structuring an effective literacy block. During the chat, Lindsay stresses the importance of routines, transitions, and frequent student responses in her data-driven instruction.  Lindsay also opens up about her personal journey, detailing how her son's struggles with dyslexia transformed her teaching methods. The conversation covers practical tips for teaching phonics, spelling, high-frequency words, and integrating content into literacy.  Listen to the episode to learn valuable tips for optimizing your reading instruction.01:17 Welcoming Back Lindsay Kemeny01:49 Lindsay's Journey and New Books03:36 Implementing Literacy Block Changes07:04 Structuring the Literacy Block08:53 The Importance of Data and Intervention21:09 Green Chef Sponsorship22:07 Phonics and Spelling Integration28:20 Reflecting on Classroom Data28:39 Optimizing Lessons and Routines35:06 The Importance of Student Responses37:08 Focusing on Progress, Not Perfection39:55 A Personal Journey with Dyslexia52:36 Final Thoughts and ResourcesRECOMMENDED RESOURCES RELEVANT TO THE EPISODE:Our Season 6 episode with Lindsay: Best Reading Instruction MovesOur Season 7 episode:  The Reading TeamLindsay's websiteLindsay's podcast: Literacy TalksRock Your Literacy Block by Lindsay Kemeny *Amazon affiliate link7 Mighty Moves by Lindsay Kemeny *Amazon affiliate link7 Mighty Moves Reading Resources (companion book) by Lindsay Kemeny *Amazon affiliate linkReading Rockets: An Example of the 90 Minute Reading BlockAscend (Smarter Intervention):   How Do I Fit It All In?   Reading Rockets:  What Does Your Literacy Block Look Like?  It Depends.Timothy Shanahan:   How Would You Schedule the Reading Instruction?Mississippi Dept of Ed:    Suggested Instructional Routines for Teaching Reading First Through Fifth GradeSupport the show Get Literacy Support through our Patreon Bonus Episodes access through your podcast app Bonus episodes access through Patreon Buy us a coffee Get a FREE Green Chef box using our link

In this episode of Knowledge for Teachers, host Brendan Lee speaks with Natalie Wexler, education writer and author of The Knowledge Gap, The Writing Revolution, and Beyond the Science of Reading. Together they explore what truly drives reading comprehension and why knowledge rich instruction is essential for every learner. Natalie unpacks the surprising limits of treating comprehension as a set of isolated skills, explains how background knowledge shapes understanding in powerful ways, and shows why writing can be one of the most effective tools for securing learning. Listeners will also hear how cognitive load theory connects to literacy and what strong knowledge building lessons look like in real classrooms. A practical and thought provoking conversation for teachers and leaders who want to strengthen literacy through the lens of research. Resources mentioned: The Knowledge Gap by Natalie Wexler The Writing Revolution by Judith Hochman and Natalie Wexler Beyond the Science of Reading by Natalie Wexler Why Don't Students Like School by Daniel Willingham You can connect with Natalie: Twitter/X: @natwexler Linkedin Website: nataliewexler.com Substack: http://nataliewexler.substack.com   You can connect with Brendan: Twitter/X: @learnwithmrlee Facebook: @learningwithmrlee Linkedin: @brendan-lee-kft Website: learnwithlee.net   Support the Knowledge for Teachers Podcast:  https://www.patreon.com/KnowledgeforTeachersPodcast   The Primary Maths Instruction Framework For teachers This is a three day online course for teachers where we focus on how learning happens and how to design maths lessons that support acquisition, build fluency and help students generalise what they know. Register here Implementing Effective Primary Maths Instruction For School Leaders This is a two day online course for school and middle leaders and it is all about implementation. We look closely at curriculum and lesson design, assessment, coaching and the systems that help teachers change practice in a sustainable way. Register here

This week, we're joined by Wonkathon winner Eric Tucker—CEO and president of The Study Group—to talk about his first-place entry on what it will take for the science of reading laws to succeed.Then, on the Research Minute, David Griffith highlights a study showing how much valuable information is lost when individual test questions are collapsed into a single score—and why states could produce better value-added measures by using the rich data they already collect.  Recommended content: Science of reading 2.0: Assessment in the service of learning as the backbone of science-powered reading improvement — Edmund W. Gordon and Eric Tucker for the Thomas B. Fordham InstituteWonkathon 2025: What will make science of reading laws succeed? —Thomas B. Fordham InstituteDo Test Scores Misrepresent Test Results? An Item-by-Item Analysis —Jesse Bruhn, Michael Gilraine, Jens Ludwig, and Sendhil Mullainathan, EdWorkingPapers (2025)--Don't miss our December 4 webinar, Implementation Is Where It's At: What's Next for the Science of Reading?, happening at 3:00 p.m. ET.Feedback Welcome: Have ideas for improving our show? Send them to thegadfly@fordhaminstitute.org

This edWeb podcast is sponsored by Heggerty.The webinar recording can be accessed here.Every teacher has seen it—a student who can't focus, can't follow, or can't find calm enough to learn—no matter how strong the instruction. This edWeb podcast introduces the concept of learning readiness through regulation—how emotional, cognitive, and relational factors shape students' capacity to access and retain foundational literacy skills.We explore how regulation is the bridge between ability and achievement, and how teachers can weave readiness practices into daily instruction without adding more to their plates. By connecting the Science of Reading with the Science of Learning, educators discover practical ways to create calm, connected, and learning-ready classrooms where every child can thrive.Join Kai-leé Berke, educator and early learning leader, Dr. Diane Davison King-Shaw, Clinical Director of the Lourie Center School and expert in trauma-informed education, and Heather Minter, Resilient Learning and Well-Being Consultant, who translate these ideas into practical classroom strategies. Moderated by Marjorie Bottari, this conversation helps educators understand how readiness and regulation unlock every student's potential—transforming not just how we teach, but how students experience learning.This edWeb podcast is of interest to PreK-5 teachers, school leaders, and district leaders.HeggertyTogether, we are committed to changing lives through the joy of reading, one child at a time.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.

Most of us probably experienced a homogenous version of literacy in our English classes: read a book, answer a few questions along the way, and compose an essay at the end about how we viewed a key theme. Rinse and repeat. And in our current age of high-stakes testing and high-stakes literacy, some kids are lucky to ever encounter a book at all; however, those same students are also surrounded by the narratives and themes of English class - in the messages they send and receive and the virtual communities they participate in, the media they consume and discuss with their friends, and in the video games they play. The goal of my guests today is to expand our vision of what that English class could be and induct students into something of an animistic perspective of literacy, as you heard from one guest in the opening: that the narratives and themes of English class are everywhere for those equipped to see them as such. Their Reader-Player Interactivity Framework aims to give teachers and students the tools and confidence to do just that. Their paper, linked in the show notes, is a collaboration between Karis Jones, Brady Nash, Virginia Killian Lund, Scott Storm, Alex Corbitt, Beth Krone, and Trevor Aleo, of which Karis, Brady, Virginia, and Trevor joined me for this conversation.Article: The Reader-Player Interactivity Framework: How Do Readers Navigate Diverse Varieties of Narrative Texts?Unsilencing Gratia: a tabletop RPG book designed to be an easy introduction to collaborative storytelling, usable in a classroom setting.We Know Something You Don't Know: a tabletop RPG that invites you into the lives of students making their way day-by-day through the education system.You can reach any of our guests by email:Trevor Aleo: aleotc@gmail.comKaris Jones: karis.michelle.jones@gmail.comVirginia Killian Lund: vkillianlund@uri.eduBrady Nash: bradylnash@gmail.com

This edWeb podcast is sponsored by WordFlight- Foundations in Learning.The webinar recording can be accessed here.For years, the phrase “rich and varied practice” has been used in reading instruction—but often without a clear definition. Explicit, direct instruction is a cornerstone of the Science of Reading, but it is in “rich and varied practice” that students consolidate and generalize their learning so that they can become fluent readers. A systematic approach to rich and varied practice is even more critical to our struggling readers, especially those in upper elementary and middle school.Teachers have long asked: What exactly does “rich and varied” practice mean? How do I implement this to help my students build automaticity and fluency?In this edWeb podcast, we explore over 60 years of research that sheds light on this important concept. You see how scholars and educators have created and continue to use practical frameworks that explain why this kind of practice works and how to use it effectively in the classroom.Most importantly, you walk away with classroom strategies and tools—based on the latest work from researchers and developers. These tools help you bring “rich and varied practice” to life—developing automaticity, fluency, engagement, deeper learning, and stronger outcomes.This edWeb podcast is of interest to elementary and middle school teachers, school leaders, district leaders, and education technology leaders.WordFlightAssess and accelerate foundational reading skills to prepare students to become fluent readers.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, Gene Tavernetti speaks with Linda Rhyne, award-winning educator and owner of Rhyne Consulting. They discuss the changing landscape of literacy education, instructional coaching, and practical strategies for supporting teachers. Linda shares her vast experience in teaching, literacy coaching, and district-level instructional support, providing actionable insights for educators and coaches.00:00 Introduction01:21 Science of Reading01:40 Role and Experience as a Literacy Coach04:32 Transition to Instructional Coaching06:39 Responding to Change in Literacy Practices20:45 Transparency and Trust in Coaching30:26 Challenges and Strategies in CoachingGet in touch with Linda:Website: lindarhyneconsulting.comInstagram: instagram.com/lindarhyneconsultingX: twitter.com/lindaschultzieFacebook: facebook.com/lindarhyneconsultingLindedin: linkedin.com/linda-rhyne-91704b93/You Tube: youtube.com/@lindarhyne8246

How can we best apply the Science of Reading to support multilingual learners? This episode tackles that critical question with Dr. Steven Amendum from the University of Delaware. We explore how evidence-based literacy instruction must leverage a student's first language as a key asset, not a barrier. Dr. Amendum breaks down practical teaching strategies to […]

Your dyslexic child can finally decode words, but are they still struggling to understand what they read? Have you taught the phonics, but you're now wondering where is the comprehension? For decades, reading instruction focused almost exclusively on decoding, but the latest research is forcing a massive shift. In this episode, we dive into the Simple View of Reading and explain why decoding is only half the equation. Today, you'll discover the true foundation of comprehension: knowledge! The good news is that many dyslexic students possess strong reasoning and listening abilities, meaning they are perfectly positioned to build this crucial background knowledge when we provide them with the right access. Understanding this research empowers you to ask better questions and ensure your child's learning plan is truly comprehensive. By focusing on both systematic decoding and rich content exposure, we can help them bridge the gap and become the knowledgeable, confident readers they are meant to be.Would you like to understand reports, ask the right questions, and get schools to take you seriously? Together Through Dyslexia 6-month program provides expert mentorship for parents of dyslexics and struggling readers, and you can claim your spot now at https://www.literacyuntangled.com/together-through-dyslexia! My mini-course, From Lost to Empowered: How to Get Your Struggling Reader: The 3-Step Evaluation Request Blueprint for Parents of Struggling Readers, is available now! This 3-step evaluation request blueprint walks you through everything you need to know, from documenting concerns with the right details to writing the evaluation request letter with language that triggers legal timelines, to handling what to do when schools try to push you off, and so much more. You can break through the barriers NOW and get instant access at https://www.literacyuntangled.com/from-lost-to-empowered. Topics Covered: How the massive research shift in reading instruction is here and why we need to stop focusing only on phonics [1:37] Decoding isn't enough and the reasons that comprehension requires more than just sounding out words [2:21] Why building background knowledge is the new foundation for literacy [2:59] A look at how science and social studies topics are now key for struggling readers [3:17] What to understand about prosody and why fluency is not just speed [4:53] How your child needs both systematic phonics and rich content exposure to truly thrive at reading [6:25] The red flags to watch for with reading interventions and what you can do to identify gaps in instruction that are holding your child back from knowledge [6:48] The action plan and immediate steps to take to ensure your dyslexic child accesses grade-level material [8:31] Key Takeaways: Reading comprehension requires knowledge, not just skills and decoding ability is only half the battle. Use listening to build the knowledge base. Fluency is about expression, not just speed: true reading fluency involves prosody. Links & Resources Mentioned: The Simple View of Reading (Formula) When you're ready to work with me, here are 3 ways I can help you: Claim your spot now to Together Through Dyslexia, my 6-month program providing expert mentorship for parents of dyslexics and struggling readers! Subscribe to my Podcast Literacy Untangled Podcast for bimonthly episodes on navigating the dyslexia journey with your kid. Want 1:1 help from an Orton-Gillingham expert? Book a call to see how I help kids who are struggling to learn how to read. Have a question or want a certain topic covered? Send an email to jennie@literacyuntangled.com or a DM on Instagram. I want to support parents with dyslexic children and get this content in the hands of those who need it most. Click the share button and send away! Thank you. Listen to the episode on Apple Podcasts, Spotify or on your favorite podcast platform. Connect: - Visit my website - Sign up for my newsletter - Follow me on Instagram - Join me on Facebook

The “science of reading” often gets reduced to “phonics,” but there's a lot of science that relates to reading comprehension as well. If we look at typical comprehension instruction through the lens of cognitive science, it becomes clear that we've unintentionally made reading and writing much harder than they need to be by separating them from each other and from content-area instruction. But cognitive science also tells us that a content-rich curriculum combined with explicit, manageable writing instruction can provide all the benefits of science-informed instruction and more. If we break down the artificial walls separating reading, writing, and learning, we can enable all students to reach their full potential.Listeners will learn:Why we need to do more than “fix phonics” if we want all students to become fully literateHow we've been making reading and writing harder than they need to beWhy it's not possible to apply principles grounded in cognitive science to typical comprehension instructionHow a content-rich curriculum combined with explicit writing instruction can provide all the benefits of science-informed instruction—and more

This edWeb podcast is sponsored by Savvas Learning Company.The edLeader Panel recording can be accessed here.The Science of Reading is a powerful body of research that highlights the most effective ways to teach children how to read—but what does it actually look like in today's classrooms? This edWeb podcast moves teachers beyond theory and gets to the heart of practical application!Join a dynamic roundtable discussion with leading experts in the field of literacy research and education: award-winning researcher, professor, and author Dr. Sharon Vaughn; famed literacy researcher and advocate Dr. Pamela Mason; and renowned researcher and Science of Writing expert Dr. Young-Suk Kim.After this engaging conversation, you are able to:Connect the Science of Reading to tangible, daily classroom strategiesBuild on current expertise by applying techniques for foundational skillsTake advantage of teachable moments that naturally build knowledge across content areasListeners are provided access to the Science of Reading Digital Bookshelf, a free resource for educators that contains dozens of professional development resources and ready-to-use classroom activities.All educators with an interest in literacy education—especially K-8 classroom teachers, reading coaches, intervention specialists, curriculum directors, and instructional leaders—are encouraged to listen to this edWeb podcast.Savvas Learning CompanyOur next-generation learning solutions help students discover their greatness.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.

What happens when a district empowers its teachers to lead change? In this episode, three educators from Federal Way Public Schools in Washington share how a grassroots effort turned into a systemwide literacy transformation across one of the state's most diverse districts. A “middle-out” professional development approach that started with teachers and coaches instead of administrators Teacher-led transformation sparked by a kindergarten and first grade teacher exploring the science of reading LETRS training implementation with stipends, accountability emails, and protected learning time A comprehensive five-year literacy plan addressing curriculum, assessment, schedules, and support structures Systems change, not just PD, ensuring a holistic approach to districtwide literacy improvement Voluntary teacher engagement, with hundreds of teachers requesting LETRS by Year 4 Support structures that work, based on the idea that accountability + collaboration = more impactful training Listen now to learn how this team is redefining literacy success—and how your district can, too. Don't forget to subscribe to the podcast for more stories of innovation, leadership, and impact in education.

In this special dyslexia-focused Essentials episode of Science of Reading: The Podcast, Susan Lambert pulls from past episodes to summarize everything you need to know about dyslexia, from experts Emily Lutrick, Ed.D.; Nadine Gaab, Ph.D.; Tim Odegard, Ph.D.; Sally Shaywitz, M.D.; and Francisco Usero-González, Ph.D. You'll also hear first-hand accounts from young people about their personal experiences with dyslexia, reading, and the education system. Even if you have little prior knowledge of dyslexia, you'll walk away from this episode with a foundational understanding of the condition, including what it is, what causes it, how to identify it, the importance of early screening, how it is a continuum, methods for intervention, and more.Show notes:ResourcesAccess free high-quality resources at our brand new professional learning page: http://amplify.com/science-of-reading/professional-learning Listen to these additional full-length episodes about dyslexia:Diagnosing dyslexia in multilingual learners, with Francisco Usero-GonzálezGrowing up with dyslexia, with Kareem Weaver, Margaret Malaika Weaver, and Elijah ValenciaDyslexia: Where we started; where we're going, with Sally ShaywitzDebunking the "gift" of dyslexia, with Tim OdegardA conversation about growing up with dyslexia, with Hadyn FlemingDyslexia and developmental trajectories, with Nadine GaabThe facts and myths of dyslexia, with Emily LutrickJoin our community Facebook Group: www.facebook.com/groups/scienceofreadingEpisode Timestamps*00:27 Introduction to SoR: Essentials01:02 Susan's personal connection with dyslexia02:53 Accounts from young people on their experience of dyslexia05:09 Defining dyslexia with Dr. Emily Lutrick06:53 Dyslexia as a reading disability with Dr. Nadine Gaab07:39 Three key characteristics of people with dyslexia with Dr. Tim Odegard09:42 Longitudinal study with Dr. Sally Shaywitz11:54 The causes of dyslexia13:09 Early identification and effective intervention15:22 Discrepancy model/Waiting to fail model16:35 How early is too early to screen for dyslexia18:37 How to know when a student is at risk for dyslexia21:54 Identifying risk factors in older students22:54 Decoding nonsense words24:27 The power of naming a struggle25:28 The importance of having a cohesive system in place26:43 Screening students in their home language with Dr. Francisco Paco Usero Gonzalez29:45 Dyslexia as a continuum33:41 Final thoughts from young people on dyslexia36:12 Preview of upcoming episode

This edWeb podcast is sponsored by Really Great Reading.The edLeader Panel recording can be accessed here.In this edWeb podcast, literacy experts explore how orthographic mapping, the brain-based process that turns phonemic decoding into automatic word recognition, unlocks structured literacy for learners across grade levels. You gain insight into how this Science of Reading approach helps educators support English learners, students with dyslexia or other learning disabilities, and adolescents still building foundational skills.The presenters dive into:What orthographic mapping is—and why memorization falls flatReal talk about the secondary literacy crisis and untaught decoding gapsStrategies to accelerate mapping for older learners, ELs, and special education populationsHow Really Great Reading's “Lose the Rules” approach eliminates confusion around schwa, heart words, and irregular spellingsWhat leaders and coaches in all content areas can do to support word retentionThis edWeb podcast builds capacity for K-12 district leaders and literacy coaches seeking to close the literacy gap with actionable, research-aligned practices.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.

Feeling overwhelmed by all the science of reading lingo? You're not alone. In this episode, we're breaking it down in a way that feels clear, relatable, and reassuring—especially if you're just getting started.In this episode, we'll talk about:Why it's totally normal to feel nervous about shifting to science-based reading instruction.The biggest myth that holds teachers back from making the switch.How the science of reading differs from how we were taught.What you actually need to focus on first (hint: it's not mastering all the jargon).Why small shifts—not perfection—can have a big impact in your classroom.Show LinksDive into the science of reading with The Reading Roadmap!Join Malia on Instagram.Become a Science of Reading Formula member!Rate, Review, and FollowIf you loved this episode, please take a minute to rate and review my show! That helps the podcast world know that this show is worth sharing with other educators just like you.Scroll to the bottom, tap to rate with five stars, and select "Write a Review". Then let me know what you loved most about the episode!While you're there, be sure to follow the podcast. I'm adding a bunch of bonus episodes to the feed and I don't want you to miss out! Follow right here.

Screens train us to skim; books train us to think. In this urgent, hope-filled conversation, Doug Lemov (Teach Like a Champion) and Ginny make a compelling case for a childhood culture that is low tech, high text. You'll hear why book-reading is collapsing—what that's doing to kids' attention, imagination, and empathy—and exactly how to reverse it with simple habits: daily read-aloud (even with teens), real books you can annotate, and outdoor reading rituals that pair sunlight and birdsong with stories. Doug breaks down fluency's three pillars—accuracy, automaticity, and prosody—and explains why even picture books carry 50% more rare words than adult speech, rapidly expanding vocabulary and background knowledge (think the classic “baseball study”). You'll also learn why formative writing—quick, handwritten jot notes before discussion—supercharges comprehension (and beats laptop note-taking); why books are the optimal medium for deep thinking; and how to spot and fix disfluent reading. Finally, Doug demystifies the phonics vs. three-cueing debate and points parents to the investigative series changing laws nationwide: Sold a Story. If you want your kids to imagine vividly, read confidently, and engage the world with stamina and joy, this episode is your blueprint to trade scrolling for page-turning—on the porch, at the park, all childhood long. Get your copy of Guide to the Science of Reading here Learn more about your ad choices. Visit megaphone.fm/adchoices

Hello everyone! We have done extensive podcasts on the many aspects of reading and writing. We have covered pedagogy, research, cutting edge ideas and a return to form. One of the biggest topics that have graced this show is the topic of The Science of Reading. Heard of it? To dive into the latest research, findings, and thinking around the subject, I have brought on one of the experts in the field, Erica Woolway. Erica Woolway is the President and Chief Academic Officer of Teach Like a Champion. Erica is a former kindergarten teacher and elementary school leader. She is coauthor of Practice Perfect and Reading Reconsidered. In this episode we cover what SoR is, the debate around what works in reading, and the push for a more in-depth approach to reading instruction (among other odds and ends.) Enjoy!   Teach Like a Champion Links   Buy the book: https://www.wiley.com/en-us/The+Teach+Like+a+Champion+Guide+to+the+Science+of+Reading%3A+Translating+Research+to+Reignite+Joy+and+Meaning+in+the+Classroom-p-9781394305995 Pilot the Reading Reconsidered Curriculum – available to purchase just one unit for £590 : https://teachlikeachampion.org/reading-reconsidered-curriculum/ Come to our workshops: https://teachlikeachampion.org/training/workshops/ Have us come lead training for you (in-person or remotely): https://share.hsforms.com/1w8SlL9vPRuq30hsy_6JUWgs3y4d?__hstc=65301169.251c3eb934a8f6dab79aeafc7cae4ab1.1727899617348.1757098518554.1757340098147.227&__hssc=65301169.2.1757340098147&__hsfp=3474073941   Doug LinkedIn: https://www.linkedin.com/in/douglemov X: @Doug_Lemov ; https://x.com/doug_lemov?lang=en Blog: https://teachlikeachampion.org/blog/   Erica LinkedIn: https://www.linkedin.com/in/erica-woolway-44901130/ X: https://x.com/ericawoolway?lang=en   Colleen LinkedIn: https://www.linkedin.com/in/colleen-driggs-09903559/ X: https://x.com/colleendriggs?lang=en Comments Offon #391 Guide to the Science of Reading with Erica Woolway (pt.1) Share this episode! FacebookXRedditLinkedInWhatsAppTumblrPinterestVkEmail    

Hello everyone! We have done extensive podcasts on the many aspects of reading and writing. We have covered pedagogy, research, cutting edge ideas and a return to form. One of the biggest topics that have graced this show is the topic of The Science of Reading. Heard of it?  To dive into the latest research, findings, and thinking around the subject, I have brought on one of the experts in the field, Erica Woolway. Erica Woolway is the President and Chief Academic Officer of Teach Like a Champion. Erica is a former kindergarten teacher and elementary school leader. She is coauthor of Practice Perfect and Reading Reconsidered. In this episode we cover what SoR is, the debate around what works in reading, and the push for a more in-depth approach to reading instruction (among other odds and ends.)  Enjoy!    Teach Like a Champion Links   Buy the book: https://www.wiley.com/en-us/The+Teach+Like+a+Champion+Guide+to+the+Science+of+Reading%3A+Translating+Research+to+Reignite+Joy+and+Meaning+in+the+Classroom-p-9781394305995 Pilot the Reading Reconsidered Curriculum – available to purchase just one unit for £590 : https://teachlikeachampion.org/reading-reconsidered-curriculum/ Come to our workshops: https://teachlikeachampion.org/training/workshops/ Have us come lead training for you (in-person or remotely): https://share.hsforms.com/1w8SlL9vPRuq30hsy_6JUWgs3y4d?__hstc=65301169.251c3eb934a8f6dab79aeafc7cae4ab1.1727899617348.1757098518554.1757340098147.227&__hssc=65301169.2.1757340098147&__hsfp=3474073941   Doug LinkedIn: https://www.linkedin.com/in/douglemov X: @Doug_Lemov ; https://x.com/doug_lemov?lang=en Blog: https://teachlikeachampion.org/blog/   Erica LinkedIn: https://www.linkedin.com/in/erica-woolway-44901130/ X: https://x.com/ericawoolway?lang=en   Colleen LinkedIn: https://www.linkedin.com/in/colleen-driggs-09903559/ X: https://x.com/colleendriggs?lang=en

Get the book, The Teach Like a Champion Guide to the Science of Reading Visit the Teach Like a Champion website, teachlikeachampion.org/blog/ About The Author Doug Lemov is the bestselling author of Teach Like a Champion 3.0 and is Co-Managing Director of Teach Like a Champion, designing and implementing teacher training based on the study of high-performing teachers and exceptional classrooms. He has taught English and history at the university, high school, and middle school levels.   This episode of Principal Center Radio is sponsored by IXL, the most widely used online learning and teaching platform for K-12. Discover the power of data-driven instruction in your school with IXL—it gives you everything you need to maximize learning, from a comprehensive curriculum to meaningful school-wide data. Visit IXL.com/center to lead your school towards data-driven excellence today.   

One of our core values at Homeschool Made simple is to help families make their children lovers of books. In this episode from the archive, Carole shares about a book called The Enchanted Hour which is written by Wall Street Journal columnist, Megan Cox-Gurdon. Megan writes about the scientific research of the impact of screens versus picture books. Carole discusses how intentional family read-alouds shape children's brains, foster lasting connections, and give your homeschool a serious academic edge. Join us and be encouraged!RESOURCES+The Enchanted Hour https://www.meghancoxgurdon.com/+Build Your Family's Library: Grab our FREE book list here+Get our FREE ebook: 5 Essential Parts of a Great Education.+Attend one of our upcoming seminars this year!+Click HERE for more information about consulting with Carole Joy Seid!CONNECTHomeschool Made Simple | Website | Seminars | Instagram | Facebook | PinterestMentioned in this episode:Learn More about CTCMathThe Sing! Hymnal from Crossway

221: What should K-2 teachers know about teaching phonemic awareness, phonics, handwriting, and more? Teacher and author Amie Burkholder gives us practical tips in this quick and powerful episode! Click here for this episode's show notes.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 Anna here! Blog Instagram Facebook Twitter (X)

In this special Essentials episode of Science of Reading: The Podcast, Susan Lambert pulls from past episodes to distill reading comprehension insights from experts Hugh Catts, Ph.D.; Sharon Vaughn, Ph.D.; and Reid Smith, Ph.D. Listeners will walk away from this episode with a foundational introduction to the complexities of reading comprehension, and gain an understanding of topics such as reframing comprehension as an outcome rather than a skill, choosing the right texts and asking the right questions, cultivating long term memory and knowledge recall, and understanding the real purpose of reading. Show notes: Access the listening guide—and other free, high-quality resources—at our brand new professional learning page: http://amplify.com/science-of-reading/professional-learning Join our community Facebook Group: www.facebook.com/groups/scienceofreadingQuotes:“This Essentials episode does not answer everything about comprehension. All we're doing here is building a foundation, understanding that comprehension isn't a skill, it's complex.” —Susan Lambert“ For the most part, if we're paying attention, if we can read words efficiently and know what they mean and have background knowledge, it yields comprehension.” —Sharon Vaughn“ Some people say that the purpose of reading is comprehension. It's not the purpose of reading. The purpose of reading is whatever you're comprehending for.” —Hugh Catts “[There's] a strong literature base that tells us that one of the differences between poor readers and strong readers is their ability to notice when there are inconsistencies in the text, and have strategies that they can employ to resolve those inconsistencies.” —Reid SmithEpisode Timestamps*01:00 What are “Science of Reading: Essentials” episodes02:00 Introduction to comprehension05:00 Defining comprehension07:00 Reading comprehension as an outcome09:00 The purpose of reading with Hugh Catts11:00 Comprehension vs foundational reading skills17:00 The importance of text and asking the right questions with Sharon Vaughn20:00 Discussion on leveled reading26:00 Background knowledge with Reid Smith28:00 Long term memory and knowledge recall31:00 Final thoughts, tips, & encouragement34:00 Key takeaways from Susan36:00 Season 10 preview39:00 Coming up next: Tim Shanahan*Timestamps are approximate, rounded to nearest minute