Podcast appearances and mentions of susan lambert

In this rewind episode of Science of Reading: The Podcast, we revisit a Season 1 conversation between host Susan Lambert and Anne Lucas, former curriculum director and current Associate Vice President of Product, Literacy Suite Initiatives & Supplementals at Amplify  on the complexities of reading comprehension.Together they dive into the complex nature of comprehension and why it's so difficult to teach. Show notes:Access free, high-quality resources at our brand new, companion professional learning page: http://amplify.com/science-of-reading/professional-learning  Resources:Read: Understanding and Teaching Reading Comprehension by Jane OakhillRead: The missing link in comprehension white paperListen: Science of Reading Essentials: WritingJoin our community Facebook Group: www.facebook.com/groups/scienceofreadingConnect with Susan Lambert: https://www.linkedin.com/in/susan-lambert-edd-b1512761/Find our more information – and register – for our Science of Reading Summer Learning Series: https://amplify.com/sorsummerlearning Quotes:“We often think about comprehension as a product, or something that happens after kids read, but … the ability for a student to build a model or a network of ideas or a picture in their mind happens while they're reading.” —Anne Lucas“You know, you don't have to completely change your curriculum; you don't have to completely change the way you're teaching.” —Anne Lucas“Comprehension is making sense and meaning while you read, so you have the ability to discuss, analyze, and form an opinion about something after you read it.” —Anne LucasEpisode timestamps*03:00 Introduction: Who is Anne Lucas?07:00 Defining comprehension09:00 The missing link in comprehension10:00 Comprehension micro skills vs decoding14:00 End goal vs. process16:00 Current research18:00 Significance of “small” words20:00 Targeting micro skills in the classroom22:00 Comprehension skills vs strategies27:00 Teacher response to learning about micro skills29:00 Background knowledge31:00 Final takeaways on comprehension*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, Susan Lambert welcomes back researcher and author Daniel Willingham, Ph.D., to discuss reading comprehension. With only so much instruction time in the day and research supporting both comprehension strategies and knowledge building, it can be tough to know what to prioritize in the classroom. Daniel holds nothing back in outlining exactly where educators should focus their time. Together, he and Susan explore the limitations of comprehension strategies, the place for critical thinking skills in relationship to knowledge, and recognizing when messaging around knowledge has gone too far.Show notes:Access free, high-quality resources at our brand new companion professional learning page: http://amplify.com/science-of-reading/professional-learning  Resources:Read: Developing Curriculum for Deep Thinking: The Knowledge Revival, multiple authorsRead: Raising Kids Who Read, Daniel WillinghamRead: The Reading Mind, Daniel WillinghamListen: The basic science in reading instruction, with Daniel WillinghamListen: Background knowledge, with Susan Neuman Listen: ​​Research, comprehension, and content-rich literacy instruction: Sonia CabellJoin our community Facebook groupConnect with Susan LambertQuotes:“Your brain is really good at only bringing out the information from long-term memory that is relevant for the context. All of that's happening outside of awareness.”  —Daniel Willingham, Ph.D.“When reading is really humming, when it's really working well, it's like visual perception. You're just enjoying the view and you're oblivious to all of the cognitive machinery in the background that's letting you see.”  —Daniel Willingham, Ph.D.“Expecting that knowledge-rich curriculum is going to solve all problems… that's [not] what a reading program is. No, a reading program is multifaceted and needs to have lots of components.”  —Daniel Willingham, Ph.D.“Knowledge accrues slowly and it's going to take a while. You need to be patient.”  —Daniel Willingham, Ph.D.Episode timestamps*2:00 Introduction: Who is Daniel Willingham?05:00 Knowledge and reading comprehension08:00 What it takes to be comfortable reading10:00 Academic or disciplinary knowledge11:00 Comprehension strategies20:00 Applications of knowledge that can be difficult to appreciate25:00 Inferences can be automatic26:00 Taking the “knowledge is important” message too far31:00 Critical thinking and knowledge building32:00 How to decide what knowledge is important to teach36:00 Book: Developing Curriculum for Deep Thinking39:00 Final thoughts and advice*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Nathaniel Swain, Ph.D. He's a teacher, instructional coach, and author of the recent book Harnessing the Science of Learning: Success Stories to Help Kickstart Your School Improvement.  Emphasizing the science of learning as an ever-growing resource for updating instruction practices, he provides a comprehensive look at how knowledge powers learning, how to identify knowledge-rich curricula, how cognitive load affects learning, and how to understand several common learning misconceptions. Show notes:Access free, high-quality resources at our brand-new companion professional learning page: http://amplify.com/science-of-reading/professional-learning  Connect with Nathaniel Swain, Ph.D.: Website: nathanielswain.comResources:Book: Harnessing the Science of LearningThink Forward EducatorsDeans for ImpactListen: Chalk Dust Join our community Facebook group: www.facebook.com/groups/scienceofreadingConnect with Susan Lambert: https://www.linkedin.com/in/susan-lambert-edd-b1512761/Quotes:“The greatest thing about the science of learning is that it's never really gonna be finished. Much like the science of reading, it's constantly being updated and it's something that we should be constantly turning to.” –Nathaniel Swain, Ph.D.“When we have knowledge at our fingertips—or in this case, in our synapses—ready to be used, we can overcome all these limitations that cognitive load theory talks about.” –Nathaniel Swain, Ph.D.“We're kidding ourselves a little bit if we think that we can replace that rich content knowledge with generic skills and generic competencies.” –Nathaniel Swain, Ph.D.Episode timestamps*02:00 Introduction: Who is Nathaniel Swain?03:00 Science of learning book11:00 Knowledge powers all learning15:00 Addressing common learning myths18:00 Knowledge retrieval21:00 Misconception: Productive struggle22:00 Misconception: “Preparing students for the 21st century”26:00 Enriching schema29:00 Background knowledge and confirmation bias30:00 Knowledge rich curriculum32:00 Knowledge that is manageable and achievable37:00 Skills AND knowledge44:00 Chalk Dust podcast45:00 Final thoughts and advice*Timestamps are approximate, rounded to nearest minute

Season 3 of RHPB starts in 2 weeks -- June 13th! Join Richard and his extra special guest, his wife Susan Lambert -- creator and cohost of the podcast 80's TV Ladies -- as they tease Season 3 episodes, share DATES OF UPCOMING LIVE SHOWS -- and explore a very weird dream Richard had that might mean one of them is psychic! If you have location ideas for LIVE RHPB SHOWS, contact us at richard@richardhatemsparanormalbookshelf.com

In this special Science of Reading Essentials episode, Susan Lambert pulls from past episodes of the podcast to give you everything you need to know about science-based writing instruction. Experts include Steve Graham, Ed.D.; Young-Suk Grace Kim, Ed.D.; Natalie Wexler; and Judith Hochman, Ed.D. Listeners will walk away from this episode with a solid foundation for creating a classroom of confident and capable writers, and gain a better understanding of the connection between reading and writing, the role of handwriting and spelling, the power of sentences, and the importance of applying cognitive load theory to writing.Show notes:ResourcesAccess 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 is not learned by osmosis. And it's not learned by vague feedback, like, ‘make it better' or ‘add more details.' You've got to be very granular.” —Judith Hochman, Ed.D. "What we see with exceptional teachers is they have their kids write." —Steve Graham, Ed.D.“The Science of Reading encapsulates decades of research about both reading and writing—because if writing was never invented, we would not have to teach kids how to read.” —Susan Lambert

In this special episode of Science of Reading: The Podcast, Susan Lambert is joined by Jackie Relyea, Ph.D., Assistant Professor of Literacy Education at North Carolina State University, who'll give you a comprehensive guide to integrating background knowledge into your teaching as, you create a content-rich classroom. Jackie offers insights on why time-tested classroom staples such as read-alouds and word walls are effective tools for building background knowledge … and how to make them even better. She also digs into why vocabulary is just one facet of conceptual knowledge and what the research says about background knowledge for multilingual learners.Show notes:Connect with Jackie Eunjung Relyea, Ph.D:LinkedIn: https://www.linkedin.com/in/jackie-e-relyea-82953242/ NC State University: https://ced.ncsu.edu/people/jrelyea/ ResourcesThe CLICK LabEffects of Tier 1 Content Literacy Intervention on Early-Grade English Learners' Reading and Writing. Transactional Development of Science and Mathematics Knowledge and Reading Proficiency for Multilingual Students Across Languages of InstructionListen: The joy of reading aloud, with Molly NessListen: Supporting multilingual/English learners with the Science of ReadingJoin our community Facebook Group: www.facebook.com/groups/scienceofreadingConnect with Susan Lambert: www.linkedin.com/in/susan-lambert-ed-d-b1512761/Quotes:“Literacy for my students meant more than just reading and writing;  it was about access, access to the world, and access to knowledge and opportunities, and even independence—finding their voices.” –Jackie Eunjung Relyea, Ph.D.“You can think of a schema like… mental maps or the frameworks that help us store and organize new information and knowledge. The richer and the more detailed your schema about a particular topic, the easier it is to understand and remember new information about it.” –Jackie Eunjung Relyea, Ph.D.“Vocabulary oftentimes is the tip of the iceberg of the whole: the conceptual knowledge. It's not a simple definition of the single word; it's really conceptual knowledge and understanding that is represented by the word.” –Jackie Eunjung Relyea, Ph.D.Episode timestamps*02:00 Introduction: Who is Dr. Jackie Relyea?10:00 Importance of knowledge building14:00 Reciprocal relationship between reading and knowledge building18:00 Reading comprehension strategies as scaffolding21:00 Using interactive read-alouds24:00 Concept mapping and word walls26:00 Vocabulary is the tip of the iceberg28:00 Multilingual learners37:00 Research on knowledge building*Timestamps are approximate, rounded to nearest minute

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

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

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

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

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

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

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

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

“The roles I've played on soap operas are infinitely superior to any roles I've played anywhere else. They are about women and women's stories. The men are just there to screw you -- or screw you over.” -- Dorothy LymanJust three chicks sitting around talking...Susan and Sharon clean house -- and air some dirty laundry -- with The Nanny director and Emmy-award winning actress Dorothy Lyman. You may know her as Opal Gardner from the long-running soap opera All My Children or as Naomi Oates Harper from Mama's Family. But did you know she also directed an astonishing 74-episodes of the classic Fran Drescher comedy, The Nanny?THE CONVERSATIONOne-day of work a month on Search For Tomorrow was enough to keep Dorothy from “serving cheeseburgers.” The pay was $400 -- and rent in NY was only $65!COMING CLEAN ABOUT SOAPS: Soap operas addressed abuse and abortion and mental illness and many other issues long before prime time TV. “I think it helped a lot of women stuck at home feeling the same things.”ON SOAP OPERA FANS: “I couldn't buy myself a beer anywhere in America the whole time I was on the soaps. The fans are different. They feel like they know you.”WHEN CAROL BURNETT CALLS: “Carol Burnett and Vicki Lawrence would watch me as Opal on ‘All My Children' during their lunch hour on ‘The Carol Burnett Show' -- that was their ritual. And that's how I got the job on ‘Mama's Family'.”A COUPLA WHITE CHICKS SITTING AROUND TALKING: on directing the long-running, Off-Broadway hit starring Susan Sarandon and Eileen Brennan.TRY AGAIN: Mama's Family was completely reconceived after the first pilot. “We shot one that was really awful. I think the problem was, it was too mean. And it wasn't funny at all.” THERE'S THE DOOR: After directing three seasons of The Nanny, Dorothy says, “I never got another job directing a single moment of television. I spent many years thinking I'd done something terribly wrong. But it was because I was over 50 -- and I was a woman.”What do you do when Hollywood directing gigs go away? You buy a chicken farm in upstate New York and start writing plays, of course!ON CHANGE: “Change is where it's at. Nothing stays the same. And I've always been one of those people -- if I wanted to do something, I did it.”ON DIRECTING: “It fits my personality. I'm bossy.”So join Susana and Sharon -- and Dorothy -- as they talk Milton Berle, Edge of Night, Celine Dion, visiting Egypt, Another World, Bette Midler, The Women's Room, Fran Drescher, baked croutons -- and “Where do you keep your Emmys?”AUDIO-OGRAPHYWatch Mama's Family for free on Pluto TV.Follow Dorothy Lyman at Instagram.com/dorothy_lymanNative American Heritage Month Find out more at NativeAmericanHeritageMonth.govFor more information about the land you live on go to Native-land.caBLACK FRIDAY DEAL!It's an “80's TV LADIES” HOLIDAY SALE! - Get 20% off on all merch at tinyurl.com/8TLshopMake sure to use promo code “Festive80s”!  CONNECTVisit 80sTVLadies.com for transcripts.Sign up for the 80s TV Ladies mailing list.Support us and get ad-free episodes on PATREON. SUPPORT OTHERSSupport those seeking abortion in states where it is outlawed or restricted. Go to ARC Southeast.This year is the 45th anniversary of President Carter's Crisis of Confidence speech. Get Susan's new play about it: Confidence (and the Speech) at Broadway Licensing. Credits: 80s TV Ladies™ Episode 308. Produced by 134 West and Susan Lambert Hatem. Hosted by Susan Lambert Hatem and Sharon Johnson. Guest: Dorothy Lyman. Sound Engineer and Editor: Kevin Ducey. Producers: Melissa Roth. Sharon Johnson. Richard Hatem. Associate Producers: Sergio Perez. Sailor Franklin. Music by Amy Engelhardt. Copyright 2024 134 West, LLC and Susan Lambert. All Rights Reserved.

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

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

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

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

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

This edWeb podcast is sponsored by Amplify.The webinar recording can be accessed here.The Science of Reading is so much more than just reading. It really is the science of literacy. Join Susan Lambert, Chief Academic Officer of Elementary Humanities at Amplify and host of Science of Reading: The Podcast, as she unpacks what the research says about reading, writing, speaking, and listening, and how they all fit together to foster literacy. You leave this session understanding the reciprocal relationship between reading and writing, and how you can put these insights into practice today to usher in a new chapter of opportunity for your students.This edWeb podcast is of interest to teachers, librarians, school leaders, district leaders, and education technology leaders of PreK through elementary grade levels.This edWeb podcast is part of Amplify's Excellence Across the Curriculum Week: Research-Based Instructional Strategies to Transform Your Classroom.AmplifyHelping teachers celebrate and develop student thinking.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 Science of Reading: The Podcast episode, Susan Lambert speaks with Rebecca Tolson and Lisa Lenhart about their roles at the University of Akron's newly established Center for Structured Literacy. They discuss their personal journeys in literacy education, the large grant received from the Ohio Department of Higher Education, and how the Center aims to prepare pre-service teachers using the Science of Reading and structured literacy. Rebecca and Lisa elaborate on the faculty's training program, curriculum updates, and the potential community impact. The conversation also touches on the emotional and professional challenges in shifting to evidence-based practices, the history of literacy legislation in Ohio, and the Center's long-term goals—including IDA accreditation and expanding their impact on both pre-service and in-service educators.Show Notes The Reading League: What is the Science of Reading?E-books from the Center for Dyslexia at Middle Tennessee State UniversityOhio's Dyslexia GuidebookRead Ohio WebsiteInternational Dyslexia Foundation: Knowledge and Practice Standards for Teachers of ReadingQuotes“We're also making sure that our students are prepared in structured literacy, not just to one program, so they're able to understand the structure and adopt it to any program any district is using.” —Lisa Lenhart“The Center for Structured Literacy is about empowering teachers at the onset—bachelor's degree. If districts have to retrain them after they graduate, then we're not doing something right.” —Rebecca Tolson‘The more I learn, the better I'm at my craft and my teaching for my students.” —Rebecca Tolson“It takes the right person leading you and it takes hard conversations of what we believe.” —Lisa LenhartTimestamps*02:00 Introduction: Who is Rebecca Tolson?04:00 Introduction: Who is Lisa Lenhart?05:00 Overview: University of Akron Center for Structured Literacy11:00 Overhauling an undergraduate program15:00 Origin Story: Center for Structured Literacy20:00 A Passion for the Science of Reading23:00 Intersecting goals: Center for Structured Literacy and the state of Ohio27:00 The importance of training teachers well the first time33:00 Training teachers to encounter schools with a variety of approaches to literacy36:00 Long-term goals for the center39:00 How to get more educators prepared to teach with evidence-based practices41:00 The importance of having hard conversations*Timestamps are approximate, rounded to nearest minute

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

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

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

Everyone's at maximum freakout in the leadup to World Happiness Dance, whatever that is, and nobody can figure out who's going with who -- especially with the addition of two new students, Delia and Cory, shaking up the social circles. Adding to the confusion: We're getting Brian's inner monologue instead of Angela's! What's going on???? And why is Graham so determined to wallpaper the bedroom instead of dealing with those cooking classes?Helping me break it all down is Trevor McMahan from the YouTube channel Media Processing; as well as Sharon Johnson and Susan Lambert Hatem from the podcast 80s TV Ladies.Also: We'll be taking a two-week break from posting new episodes while I travel to Toronto for Pride (join me at the Toronto Public Library on June 12!) and we'll be back with regular episodes on June 17.

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

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

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

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

This edWeb podcast is sponsored by Amplify.The webinar recording can be accessed here.Tackling a classroom of young learners takes a game plan of effective teaching strategies. What is the ultimate playbook for instilling a love of learning? The Science of Reading. We know making a big change isn't easy, but we are here to help you through it. Join us to hear from Susan Lambert, chief academic officer of elementary humanities and host of Science of Reading: The Podcast, as she shares tips and strategies for making the shift to the Science of Reading. She's joined by Super Bowl Champion Malcolm Mitchell, who shares his own off-the-field victory: tackling challenges and scoring touchdowns on his journey to becoming a proficient reader. You learn:The steps you need to take in your Science of Reading journeyWhy it's so important to inspire students to readHow to get communities of children reading their way to build a better futureThis edWeb podcast is of interest to K-8 teachers and school and district leaders.Amplify Helping teachers celebrate and develop student thinking.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.

“Crescent's night visits became a routine part of David's life. She would visit him twice or three times a week. What David experienced with Crescent was much more than a “normal” sex dream. But he still didn't know whether Crescent was a dream – or a real woman.”  – Love In An Alien Purgatory by Farah Yurdozu.” Richard reflects on his complicated courtship with his wife Susan Lambert, while taking us on guided tour through Farah Yurdozu's book of David Huggin's eerie paintings: Love In An Alien Purgatory. Join us for a journey through space, love, and Santa Barbara in this episode of Richard Hatem's Paranormal Bookshelf.  In this episode, Richard explores the complexities of relationships and the fear, joy, wonder, and confusion of commitment as he shares his personal reflections on love, marriage, and aliens.  Love in an Alien Purgatory – The Life and Fantastic Art of David Huggins by Farah Yurdozu explores David Huggins and his relationship with Crescent, his alien lover. David Huggins' encounters with alien visitors began in the 1950s, spanned decades – and led to the birth of over sixty hybrid children. Paired with his vivid and sometimes unsettling full-color paintings, his story offers a glimpse into a world between two dimensions—a purgatory of hope, sex, fear, and ultimately, love. From alien encounters to existential crises, each perspective within this episode, the relationship of Richard & Susan and David and his alien lover, Crescent, offers a glimpse into the human psyche and the mysteries that lie beyond our understanding. Join us as we navigate the blurred boundaries between reality and the paranormal, guided by Richard Hatem's introspective commentary and Farah Yurdozu's retelling of David Huggins' experience & art.

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

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

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

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

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

In this episode, Brendan Lee speaks with Jessica Colleu Terradas the Senior Officer Teaching and Learning Literacy and Instructional Coach in Canberra and Goulburn Catholic Education. In 2022, she travelled to the USA, England and France where she met with leading experts to investigate effective literacy screening and instructional practices to support older struggling readers as part of her Churchill Fellowship. She details some of the findings from her report in this chat.   She speaks about her amazing experience meeting people like Anita Archer and Stanislas Dehaene and goes through some case studies of schools that have implemented a Multi-Tiered System of Support framework effectively. Resources mentioned: Jessica Colleu Terradas Churchill Fellowship: To identify effective language and literacy screening and intervention practices for at-risk students Anita Archer Stanislas Dehaene - How We Learn 2 reports on better supporting students who enter secondary school with gaps in their foundational literacy and numeracy skills and guide about MTSS, published/funded by AERO in partnership with Monash Uni: https://www.edresearch.edu.au/resources/supporting-secondary-students-lacking-foundational-literacy-and-numeracy-skills-research-summaryEEF Diane and James Murphy's book ‘Thinking Reading: what every secondary teacher need to know about reading' https://www.amazon.com.au/Thinking-Reading-Every-Secondary-Teacher/dp/1911382683 Improving literacy in secondary schools, by the Education Endowment Foundation: https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks3-ks4 The national Institute for Direct Instruction (official website): https://www.nifdi.org/ The Theory of Instruction: applications and strategies (1982 Ed.) by Engelmann & Carnine: https://www.researchgate.net/profile/Doug-Carnine/publication/303721842_Theory_of_Instruction_Principles_and_Applications/links/574f661a08aef199238ef8b6/Theory-of-Instruction-Principles-and-Applications.pdf (download a revised copy) . Order a copy: https://www.amazon.com.au/Theory-Instruction-Applications-Siegfried-Engelmann/dp/1880183803 Podcast: the Science of Reading platform with Susan Lambert https://amplify.com/science-of-reading-the-podcast/   You can connect with Jess: Twitter: @JessicaColleu LinkedIn: @jessicacolleu/   You can connect with Brendan: Twitter: @learnwithmrlee Facebook: @learningwithmrlee Website: learnwithlee.net

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

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

This edWeb podcast is sponsored by Amplify.The webinar recording can be accessed here.Learn the simple steps that ensure success in managing any major change—especially the shift to the Science of Reading. Listen to this edWeb podcast to hear Susan Lambert, host of Science of Reading: The Podcast, in conversation with Javonna Mack, Science of Reading Star Award winner and Lead Content Teacher at Caddo Parish Public Schools. Susan and Javonna discuss how leaders at all levels can:Create a climate of change by mobilizing their practice, process, and peopleBuild shared understanding for the need for Science-of-Reading-based literacy programsSuccessfully navigate change through evidence-based stages of implementationMake the shifts that deliver better literacy outcomes for studentsAdditionally, Susan shares FREE high-quality professional learning resources designed to support this change. This edWeb podcast is of interest to elementary school teachers and school and district leaders.Amplify Helping teachers celebrate and develop student thinking.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.

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

The Impact of the Pandemic: Creativity and Self-Perception with Susan Lambert   Episode #109 Susan Lambert is an R-LCSW Psychotherapist who has been in practice in New York for 26 years after a successful career as an actress, singer and arts teacher and program designer.Susan believes in a holistic approach to the work and the process of psychotherapeutic work and brings to the work a respect and belief in the power of curiosity and creativity to ever person she works with, as well as the knowledge and skill sets she has learned over the years.Her group work, which has found success globally centers around relevant topics to all human endeavors as well as creating community and developing the notion that we are all in this together.   www.susan-lambert.com   You'll Learn: How did the pandemic impact Nick and Susan's sense of identity and self-perception?- The pandemic caused them to feel a loss of identity due to the lack of familiar mirrors reflecting their sense of self.   What were some challenges faced by frontline workers during the pandemic?- Frontline workers felt isolated but did not have the luxury of being able to stay home like others.   How did they feel about reentry into normal life after isolation?- Reentry into normal life feels challenging and requires small steps of adjustment.   How did the pandemic affect their creativity?- The pandemic led to periods of sluggishness in her creative thinking.   How did their perspective on time change during the pandemic?- They believe that our relationship to time would have changed regardless of the current situation.   How did the pandemic impact people's friendships and social activities?- Many people are questioning their friendships, social activities, and career choices during this time.   What do they believe will be more prevalent in the future?- They believe that integration will be more prevalent in the future.believes that integration will be more prevalent in the future.   How did the pandemic force people to look within themselves?- The pandemic forced people to look within themselves and realize that is where they always end up.   How did the pandemic affect Nick's  awareness and presence?- He feels more alive and aware now, especially during the COVID era.   What is the importance of embracing the unknown in the creative process?- Embracing the unknown is the beginning of curiosity and creativity.    Nick Demos is a Tony and Olivier Award winning Broadway producer, documentary filmmaker, conscious business coach and manifestation expert With over 15 years of teaching pranayama (breath work), yoga and creativity as well as thirty years in the entertainment industry, he has travelled from the Tony Awards to ashrams and run a multi-million dollar business in between. Nick helps you clear blocks and tap into your creative intuition so you can tell your stories and manifest the business and life of your dreams creating wealth and impact.

After three years and more than 3 million downloads, Science of Reading: The Podcast recently conducted its first ever taping in front of a live audience. The recording took place on March 9, 2023, in New Orleans at the Plain Talk About Literacy and Learning conference. Susan Lambert was joined by none other than Kareem Weaver, NAACP activist, whose first appearance on this podcast remains an all-time favorite among listeners. This time around, Kareem gave Susan a behind-the-scenes look at his involvement with the new film: The Right to Read. Kareem also offered insights into his latest work with NAACP. Plus, Kareem addressed the topic of accountability: can we make the changes we need to make when it comes to literacy instruction without holding some people accountable?Show notes:More info on The Right to Read filmTrailer: The Right to Read Kareem Weaver on TwitterFULCRUM websiteKareem Weaver's first appearance on “Science of Reading: The Podcast”Quotes:“You could look at it from every endeavor, every social sector. Literacy is at the core.” —Kareem Weaver“Hope it's not a strategy. It's great to have hope, but that can't be the strategy for our kids and our systems that serve 'em.” —Kareem Weaver“There has to be some accountability at a human level for people to open up and be willing to believe enough.” —Kareem Weaver“People often get so caught up in their own feelings and their own agenda and what they can't wait to do and they forget about the people they're supposed to be. Leadership starts with service.” —Kareem Weaver“Many of us have divested ourselves from our own values to accommodate the narratives and lies we've been told to calm the dissonance.” —Kareem Weaver“I believe in our potential to solve big problems if we're honest with each other and if we ask the right questions and push the right way.” —Kareem Weaver 

Claude “Skeptic” Goldenberg, professor of Education at Stanford, rejoins Susan Lambert to kick off season seven of this Science of Reading podcast—all centered around “tackling the hard stuff.” In this week's episode, Claude and Susan take on the topic of what is actually true when it comes to the Science of Reading and how to navigate the noise to find it! Together they discuss the opportunities and challenges of social media, the importance of limitations of foundational skills, and striving to maintain hope even when the journey towards success gets overwhelming.Show notes: Tim Shanahan's blogThe New England Journal of Medicine: “Physicians Spreading Misinformation on Social Media — Do Right and Wrong Answers Still Exist in Medicine?”Bloom's Taxonomy“Reading Wars, Reading Science, and English Learners,” by Claude Goldenberg“Stages of Reading Development,” by Jeanne S. Chall“Scientific Basis of the Art of Teaching,” by N.L. Gage Quotes:"I wish there were a simple solution, but I don't really think there is."—Claude Goldenberg"It's really gonna take leadership and clear communication and less one-sidedness by people who are influential thought leaders."—Claude Goldenberg"We know that coaching and professional development and training and observations, we know all those things are important, but it's very important to be efficient because we don't have enough time."—Claude Goldenberg"We've gotta be really scrupulous and careful about what we mandate and require and expect of teachers and provide them with the knowledge, information, and training that is really important."—Claude Goldenberg"You can think of literacy as a structure, as something that gets constructed in your mind."—Claude Goldenberg"If all you have is a foundation, you don't have much."—Claude Goldenberg"It's really about the kids. I mean, it's really about the students, particularly those kids who are so dependent on schools because they don't have the resources and the opportunities and the affordances at home and in their communities."—Claude Goldenberg"There are millions of those kids. They're so deeply dependent on the schools to do the right thing. We really owe it to them to get it right."—Claude Goldenberg"We owe it to the teachers, we owe it to the kids, we owe it to the communities. That's my hope, that people will see the responsibility that we bear, to acknowledge the uncertainties, to acknowledge that we don't know everything."—Claude Goldenberg

Learning is at the center of everything in education, so understanding how the human brain processes, retains, and retrieves new information is essential to student growth. In this special crossover episode, Susan joins forces with fellow Amplify podcast hosts Eric Cross from Science Connections, and Dan Meyer and Bethany Lockhart Johnson from Math Teacher Lounge, to discuss what learning really means across subjects. Susan is also joined by Peter C. Brown, author of the book Make It Stick: The Science of Successful Learning, to dive into the cognitive science behind how our brains learn and ways you can apply that research in your classroom right now!Show notes: Amplify podcast hubPodcast: Science of Reading: The PodcastPodcast: Math Teacher LoungePodcast: Science ConnectionsBook: “Make It Stick: The Science of Successful Learning,” by Peter C. Brown, Henry L. Roediger III,, Mark A. McDanielWebsite: Retrieval PracticeQuotes: “As much as I'm into the science of learning, I really wanna be into, like, the humility of teaching” —Dan Meyer“Learning is this fluid thing. It's social, it's dynamic, it's experiential. It is the process of acquiring knowledge and understanding, and developing these behavioral skills, but it's also embedded in this bigger context of your background, your identity.” —Eric Cross“For myself as an educator, I am just a lily pad as [students] hop across the pond, but I want to be the best lily pad possible. I want to give them the strongest surface. I want to give them the most security that I can.” —Eric Cross“There's new ways to solve the problem. There's new ways to look at the problem. There's new ways to take apart the problem and put it back together. And for me, that's when learning happens.” —Bethany Lockhart Johnson“The scientists have discovered that for something to be learned and retained, you need to help the brain do that by practicing, retrieving it from memory, and practicing explaining it in your own words to somebody else asking.” —Peter C. Brown“There's really great evidence that we can then teach our students or maybe even ourselves how to be a better learner.” —Susan Lambert“Joy in the classroom is a much better context for learning than anxiety.” —Susan Lambert

Back in 2019, Natalie Wexler joined Susan Lambert as the very first guest on Science of Reading: The Podcast. Now—more than three years and three million downloads later—Science of Reading: The Podcast welcomes Natalie back on the show. She and Susan discuss what she's seen in the 3+ years since releasing her groundbreaking book The Knowledge Gap and delve into the importance of managing cognitive load, building long-term memory, writing, and the broader science of literacy. Lastly, Natalie shares what she hopes to see in the education headlines in the not-so-distant future. Show notes:Our first episode with Natalie Wexler, The Knowledge GapThe Knowledge Gap: The Hidden Cause of America's Broken Education System—And How to Fix It , by Natalie WexlerBloom's TaxonomyOne Sentence At A Time, by Judith C. Hochman and Natalie WexlerThe Writing Revolution websiteKnowledge Matters CampaignStatement from Knowledge Matters CampaignQuotes:“I'm a little worried that Science of Reading, narrowly defined, isn't encompassing everything we need to do. And people are getting the idea that if they just add more phonics to what they're already doing, they'll have solved the problem.” —Natalie Wexler“Even if we do a great job on that foundational skills side of things, if we are not also changing current standard practice with regard to comprehension. If we don't start building kids' academic knowledge and vocabulary early, we are gonna find, at higher grade levels, kids are gonna be able to decode complex text, but they may not be able to understand it.” —Natalie Wexler“There are serious problems with how we have been approaching decoding instruction. There are equally serious problems with how we've been approaching comprehension instruction, and that's the message that I think is not getting out.” —Natalie Wexler“You can't get to the top without going through the bottom. You can't think critically about a topic that you don't have understanding or knowledge of, it's just not going to work.” —Natalie Wexler“Here's the catch about writing: It's hugely important. It can help cement knowledge and long-term memory, and deepen knowledge.” —Natalie Wexler“Even if you as a teacher have doubts about the curriculum. It's really important to give it your best shot and approach it with enthusiasm.” —Natalie Wexler“It's great to focus attention on problems with phonics instruction, but we also need to bring attention to problems with comprehension instruction and the failure to build a kind of knowledge that fuels comprehension.” —Natalie Wexler“What has amazed me is how many teachers and educators have nevertheless really embraced this message. And I think that really speaks to how much they care about their students. Change is hard, but they are undertaking it daily.” —Natalie Wexler 

Todd Collins went from education outsider to literacy expert when he joined his local school board after a career in finance and technology. When Todd saw the literacy assessment number, his data-driven mind said "this isn't good enough" and got to work. Todd went on to organize the California Reading Coalition, a movement of educators, advocates, parents, and policymakers committed to improving reading instruction and outcomes for California's six million students. In this episode, he joins Susan Lambert to discuss what it really takes to make effective change; the importance of clear, ambitious goals and strong leadership in schools; and which numbers within literacy data are most important to focus on.Show notes: California Reading Coalition California Reading Report CardCalifornia Reading Coalition on TwitterCalifornia Reading Coalition on FacebookQuotes:“We have to help everybody kind of collectively align our voices and help people who wanna find out more about this, find out more about it.” —Todd Collins“If the pieces of the system aren't all working together, then you just don't achieve sustained change.” —Todd Collins“Leaders have a critical function. They communicate to everybody in a state or in an organization what's important. You don't have to tell 'em what to do, but you need to tell 'em what the goal is.” —Todd Collins“Teachers aren't the problem. Teachers are the solution.” —Todd Collins“We simply can't call ourselves a great school district unless we get great results for our most challenged and least resourced students.” —Todd Collins“It's not a new thing to be concerned about the low achievement among low-income students but it's a relatively new thing to do something about it.” —Todd Collins

In our kick-off episode for season six, host Susan Lambert is joined by podcast alum Margaret Goldberg, the co-founder of the Right to Read Project.  They discuss the new, animated Science of Reading series Brain Builders, and how this free tool can be shared directly with students and with their caregivers. Importantly, Margaret also elevates the need to focus on the comprehension strand of the Science of Reading.Show Notes: Right to Read ProjectBrain Builders animated videosBrain Builders: VIP launch partyKnowledge at the Center of English Language Arts Instruction by Gina Cerveti and Freddy HeibertQuotes: “We looked at Scarborough's Rope. If we're really focused just on word recognition, we're not going to get all of our kids to where they need and deserve to be." —  Margaret Goldberg“It's never too late to learn how to read. We can get you there.”   —  Margaret Goldberg

In this episode, Susan Lambert was joined by Dr. Elsa Cárdenas-Hagan to discuss the unique challenges and opportunities presented when teaching multilingual learners how to read. Dr. Cárdenas-Hagan is a bilingual speech language pathologist and a certified academic language therapist. She is also the director of Valley Speech Language and Learning Center in Brownsville, Texas. On the podcast, she and Susan talked about how teachers can make connections between students' home languages and English in order to celebrate their language and give them new tools to better understand English. She stressed the importance of teachers educating themselves on their students' home languages so they can spot orthographic and phonological similarities and differences, and highlighted the importance of educator collaboration to drive student success.Show notes: Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction by Dr. Elsa Cárdenas-HaganPresentation: “Making Connections for Structured Literacy Instruction Among English Learners”Reading SOS special video series: Expert Answers to Family Questions About ReadingOnline book study of Literacy Foundations for English Learners By Dr. Elsa Cárdenas-HaganMylanguages.orgPodcast surveyQuotes:“The more we're able to read, the more we're able to learn.“          —Dr. Elsa Cárdenas-Hagan “Sometimes as teachers, we feel so overwhelmed with, Oh, I don't know that language. How in the world am I going to introduce a whole new thing? Instead we should be starting to understand connections.”        —Dr. Elsa Cárdenas-Hagan