In this first episode of our special four-part Science of Reading: The Podcast Adolescent Literacy miniseries, Susan Lambert, Ed.D., speaks with Doug Fisher, Ph.D., a celebrated professor, author, and one of the most influential voices in adolescent literacy. They explore what the evidence really tells us about supporting adolescent learners, and what it means for classroom practice. They also discuss why Doug and his colleagues set out to find a new model for adolescent literacy, how self-efficacy powers literacy development in adolescent learners and what teachers can do to build it, and what "foundational skills" in reading truly means for adolescent readers?and why it is non-negotiable.

Show notes:

Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert for a pair of sessions that will help you dive deeper into the latest reading comprehension research.Check out our Science of Reading resources for grades 6?8. Connect with Doug on LinkedIn.Learn more about Doug?s book, Teaching Foundational Skills to Adolescent Readers.Read Doug?s article, A Model for Adolescent Reading Instruction.Get ready for Season 3 of the Amplify podcast Beyond My Years.Join our community Facebook group.Connect with Susan Lambert.

Quotes:

"Our literacy skills contiue to grow across our lifetimes." ?Doug Fisher

"The human brain operates on language, and reading, writing, speaking and listening, are the language operating systems of our brain." ?Doug Fisher

"The word 'foundational' to me means not optional." ?Doug Fisher

"Literacy is a gatekeeper. If we can develop stronger literacy skills in our student, we will change their lives." ?Doug Fisher

"The passion that educators bring also makes learning relevant." ?Doug Fisher

Timestamps:
0:00 Introduction: New adolescent literacy mini-series
02:00 Foundational skills for adolescent learners, with Doug Fisher
06:00 "Our literacy skills continue to grow across our lifetimes
08:00 In search of a new adolescent literacy model
14:00 Distinguishing early, general, and disciplinary literacy
17:00 Why the Reading Rope was not designed for adolescent learners
19:00 Introducing the reading circuit and self-efficacy
27:00 Sentence level analysis
31:00 Building self-efficacy through academic risk taking
34:00 Redefining "foundational skills" for adolescent readers
38:00 What this looks like in high school classrooms
43:00 Teacher self-efficacy and the joy of student learning
48:00 Closing thoughts: "Literacy as a gatekeeper"
*Timestamps are approximate

On this Science of Reading Essentials episode we're diving into the science of learning to explore how memory, cognitive load, and knowledge building can transform your literacy instruction. Host Susan Lambert, Ed.D., weaves in the insights of our experts?Natalie Wexler; Nathaniel Swain, Ph.D.; Hugh Catts, Ph.D.; Daniel Willingham, Ph.D.; Peter C. Brown; Jamey Peavler, Ed.D.; and David Rapp, Ph.D. Susan reflects on: how memory works and why understanding its processes is foundational to effective teaching; why cognitive load theory and background knowledge are game-changers for literacy instruction; evidence-based strategies that make learning stick.

Show notes:

Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert for a pair of sessions that will help you dive deeper into reading comprehension research.Check out full episodes with our featured guests: The science of learning, the humility of teaching, with Peter C. BrownComprehension is not a skill, with Hugh CattsWhen not to differentiate: A guide to small-group instruction with Jamey PeavlerThe truth behind learning, with Nathaniel SwainThe Knowledge Gap: Natalie WexlerCognitive science-informed teaching, with Natalie WexlerUnlocking reading: Comprehension strategies vs. knowledge building, with Daniel WillinghamThe science of memory and misinformation, with David RappListen to Amplify's Beyond My Years podcastCheck out our Science of Reading Essentials episodes. Join our community Facebook group.Connect with Susan Lambert.

Quotes:

"Memory is a cognitive process. It's the way the brain encodes, stores, and retrieves information." ?Susan Lambert

Timestamps*:
0:00 Introduction
05:00 Memory is a cognitive process
07:00 Cognitive load theory
10:00 Role of long-term memory for reading
15:00 Process of building knowledge in long-term memory
21:00 You can't learn something new if it doesn't connect to something you already know.
24:00 Applying learning science to the literacy classroom
30:00 Power of writing
31:00 Final advice
*Timestamps are approximate

On this week?s episode of Science of Reading: The Podcast, Susan Lambert, Ed.D., is joined by one of the most influential people in American education, Reid Lyon, Ph.D., to explore what it takes to make systemic change in literacy instruction. Together, Reid and Susan also discuss how literacy education could benefit from a shared vocabulary, how systems must work together from teacher preparation to classroom implementation, and what we can do to close the implementation gap.

Show notes:

Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert for a pair of sessions that will help you dive deeper into the latest reading comprehension research.Learn more about Reid Lyon?s 10 Maxims of Reading Instruction.Learn more about Drexel University's ALLIED Hub for literacy education.Download our free Science of Reading Change Management Playbook.Listen to our previous episodes with Reid Lyon (Sept. 2023, Part 1 & Part 2).Get ready for Season 3 of the Amplify podcast Beyond My Years.Join our community Facebook group.Connect with Susan Lambert.

Quotes:

"I know we've let children down, but boy have we let teachers down." ?Reid Lyon

"The hallmark of a profession is a common language displaying a common knowledge." ?Reid Lyon

"How is it that we know so much yet we are still far behind the curve in helping the majority of struggling readers learn to read?" ?Reid Lyon

"Much of our difficulties moving the science [of literacy] into classrooms is a function of not having established ourselves as a profession." ?Reid Lyon

"We have a responsibility to use the best information possible that has taught us how we can improve the person's life." ?Reid Lyon

"Assessment is a great friend." ?Reid Lyon

Timestamps*:
00:00: Introduction: Systematizing literacy with Reid Lyon, Ph.D.
07:00: We are still far behind the curve in helping the majority of struggling readers learn to read. 
11:00: The hallmark of a profession is a common language displaying a common knowledge.
18:00: Listening and speaking occur with exposure and being showered with language around us.
23:00: The science of reading is not a belief system. It's a container with facts that constantly evolves. 
29:00: Can the field of literacy have a common language and common knowledge?
35:00: The systemic challenge is understanding the whole picture.
41:00: Assessment is a great friend.
48:00: Explanation of the evolving 10 Maxim Framework
52:00: What is the work happening at Drexel?
*Timestamps are approximate, rounded to nearest minute

In this episode of Science of reading: The Podcast, Susan Lambert, Ed.D., is joined by Kate Winn and Stephanie Stollar, Ph.D, coauthors of Reading Assessment Done Right, who explain how to use assessment to actually accelerate student progress and drive instructional decisions. Stephanie, Kate, and Susan also discuss how to cut through assessment overload and focus on what truly drives instruction, the four essential purposes of assessment, and how they work together within Multi-Tiered System of Supports framework, and the common misconceptions that lead to ineffective practices. 

Show notes:

Check out Reading Assessment Done Right.Learn more about Stephanie Stollar.Connect with Stephanie Stollar LinkedIn.Connect with Stephanie Stollar on Facebook.Connect with Kate Winn on LinkedIn.Connect with Kate Winn on Facebook.Listen to the podcast Reading Road Trip.Listen to Season 2 of the Amplify podcast Beyond My Years.Join our community Facebook group.Connect with Susan Lambert. 

Quotes:

"Assessment is a tool for conversation. It's an investigation. It's uncovering what is known, and there are multiple purposes. All assessments are constructed to answer questions." ?Stephanie Stollar

"If you don't have a question about your students, you don't need to do more assessment. This should not be a compliance activity." ?Stephanie Stollar

"Progress monitoring is like the GPS for educators." ?Stephanie Stollar

"We can actually do something with the information when you're using good assessments." ?Kate Winn

"Believe it or not, reading assessment can be so exciting. It can also be empowering." ?Kate Winn

"Having lots and lots of assessment data is not helpful. It can actually be counterproductive." ?Stephanie Stollar

"When I use my universal screener, it tells me which students are meeting benchmark, which ones aren't, and then I know exactly what to work on with those students." ?Kate Winn

Timestamps*:
00:00 Introduction: Assessment as your best friend
05:00 The need for practical assessment guidance
09:00 What is assessment and what is its purpose in education?
15:00 Understanding the differences between universal screening vs. diagnostic assessment
21:00 Progress monitoring: The GPS for educators
25:00 Building supportive systems and communities for teachers
28:00 The continuous improvement cycle of reading instruction
30:00 Addressing the "too many assessments" problem with an assessment audit
34:00 Misconceptions about assessment
40:00 The power of Tier 1 instruction
43:00 Why we need to screen all students multiple times per year
48:00 Final thoughts: Assessment as a tool for conversation and empowerment
*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, Susan is joined by executive director of the Margaret Byrd Rawson Institute, Teresa May, Ph.D. Teresa shares her powerful story, from being a student with dyslexia to fighting systemic barriers in education. Teresa and Susan also discuss Teresa's legal advocacy for her sons' right to appropriate dyslexia education; the legacy of Margaret Byrd Rawson, a groundbreaking activist who dedicated her life to helping students with dyslexia success; and the importance of early intervention and understanding each child's unique learning needs.

Show notes:

Download the Dyslexia Support Power Pack.Listen to Science of Reading Essentials: Dyslexia.Learn more about the Margaret Byrd Rawson Institute.Follow the Rawson Institute on Instagram.Like the Rawson Institute on Facebook.Connect with the Rawson Institute on LinkedIn.Listen to Season 2 of Amplify's Beyond My Years podcast.Join our community Facebook group.Connect with Susan Lambert.

Quotes:

"There's no time to waste. A child only gets one childhood." ?Teresa May

"You teach this complex language as it is to the child, as he or she is. If you do that, you don't leave anyone behind." ?Teresa May

"There is a science and an approach that we can take to help kids learn how to read." ?Teresa May

"[People] remember the kindness of a teacher or the meanness, but they don't remember the explicit way they learned [to read]." ?Teresa May

Timestamps*:
00:00 Introduction: Fighting for learners with dyslexia, with Teresa May
04:00 Teresa's childhood struggles with dyslexia
07:00 The moment of discovery: Finding Margaret Byrd Rawson
09:00 Meeting Margaret: "There is a key, but not many people hold that key"
14:00 The legal battle begins?fighting for her sons' education
19:00 Taking the case through courts and starting parent advocacy
22:00 Margaret Byrd Rawson as an educational pioneer
27:00 Margaret's biological background and the start of her longitudinal research in the 1930s
30:00 The 55-year study following 56 boys: groundbreaking research without technology
33:00 The human impact of good teaching
39:00 The Margaret Byrd Rawson Institute's mission and current projects
44:00 The complexity of dyslexia remediation
45:00 Final thoughts on advocating for children with dyslexia
*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, returning guest, Nathaniel Swain, Ph.D., joins Susan Lambert to close out the season by answering thoughtful and thought-provoking comprehension questions submitted by listeners. Nathaniel and Susan answer questions about comprehension strategies, the relationship between comprehension and memorization, and how to shift the mindset amongst your teaching colleagues to help them understand comprehension.

Show notes:

Submit your literacy questions!Bonus: Watch Dr. Hoover's complete responses to a listener guest.Learn more about Nathaniel Swain on his websiteConnect with Nathaniel Swain on LinkedIn.Access free, high-quality resources?including our recent Essentials episode on Science of Reading: The Podcast?at our companion professional learning pageDownload our free Comprension 101 bundle for comprehension resources, including ebooks, and on-demand professional learningListen to Season 2 of Amplify's Beyond My Years podcastJoin our community Facebook groupConnect with Susan Lambert

Quotes:

"What we're trying to do is create meaningful text experiences. ... The strategies are background, the powerhouse behind the work we're doing, but the star of the show is the language and the text." ?Nathaniel Swain, Ph.D.

"If you ever feel like your comprehension work only allows students to produce or perform something on a particular day in which you've just read that text, then you may be missing the opportunity to weave meaningful text together." ?Nathaniel Swain, Ph.D.

"When we're teaching reading comprehension, really let the text be the center of what we're doing." ?Susan Lambert

Timestamps*:
00:00 Introduction: Answering listeners' questions on comprehension
03:00 The difference between oral and written language as it relates to comprehension
06:00 Supporting students who read fluently but struggle with comprehension
16:00 The role of comprehension strategies
21:00 Oral language development and comprehension
28:00 The connection between memory and comprehension
36:00 How to help colleagues adjust their mindset on comprehension
42:00 Overall takeaways from this batch of mailbag questions
*Timestamps are approximate, rounded to nearest minute

Host Susan Lambert hits the home stretch of her comprehension-focused season of Science of Reading: The Podcast with a reflective episode based on her presentation at this year's Plain Talk About Literacy and Learning conference. Instead of being joined by a guest, Susan breaks down some of her biggest takeaways from this season?explaining how reading comprehension is far more intricate than the ability to decode words on a page, and detailing how the expert guests this season helped illustrate all of comprehension's amazing complexities. Whether you hear her Plain Talk conversation live or not, this episode captures those same insights in a format you can revisit anytime.

Show notes:

Submit your literacy questions!Access free, high-quality resources?including our recent Science of Reading: The Podcast Essentials: ?Comprehension? episode?at our companion professional learning page.Download our Comprehension 101 bundle: Access free comprehension resources, including ebooks and on-demand professional learning.Listen to Season 2 of Amplify?s Beyond My Years podcast.Join our community Facebook group.Connect with Susan Lambert.

Quotes:

"Comprehension is an active process. It usually requires active engagement and effect from the reader." ?Susan Lambert

"Comprehension is an integration of knowledge and experience that requires the reader to connect new information from the text with their own knowledge and experiences." ?Susan Lambert

"Comprehension is dynamic and ongoing. It requires the reader to update and revise their understanding as new information is encountered." ?Susan Lambert

"What constitutes good comprehension is relative, and it depends on who is reading the text and why they're reading it." ?Susan Lambert

"The components of comprehension don't develop in isolation. They bootstrap and support each other throughout a reader's development." ?Susan Lambert

Timestamps*:
00:00 Introduction: Building blocks for deep comprehension
04:00 Common themes from guests' definitions of comprehension
07:00 The simple view of reading
10:00 Oral language, syntax and fluency
13:00 Syntax is the critical missing piece needed to improve reading comprehension outcomes
16:00 Fluency is a critical but often overlooked prerequisite to reading comprehension
21:00 The components of comprehension don't develop in isolation
22:00 Closing thoughts o our comprehension focused season
*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Kristen McMaster, Ph.D., Guy Bond Chair in Reading and professor of special education in the Department of Educational Psychology at University of Minnesota. Together, they explore how reading comprehension isn't just about what's on the page?it's also about what's not there?and share practical insights on how to support students in developing inference skills. Susan and Kristen also discuss the dual processes of activation and integration when making inferences; the distinction between teaching students to process text actively versus teaching students to apply comprehension strategies; and different types of inferences, including causal, bridging, and elaborative.

Show notes:

Submit your questions to our listener mailbagAccess free, high-quality resources?including our recent Science of Reading: The Podcast Essentials "Comprehension" episode?at our companion professional learning page Download our Comprehension 101 bundle: Access free comprehension resources, including e-books, and on-demand professional learningConnect with Kristen McMasterLearn more about Kristen McMasterListen to Season 2 of Amplify's Beyond My Years podcastJoin our community Facebook groupConnect with Susan Lambert

Quotes:

"Inferencing is really central to comprehension. We wouldn't comprehend if we didn't make inferences." ?Kristen McMaster

"I would encourage teachers not to underestimate the importance of supporting even the inferences that might seem obvious to us." ?Kristen McMaster

"Good comprehenders are often making very automatic inferences that they don't even realize." ?Kristen McMaster

"It helps to explicitly teach what an inference is in language that students will understand." ?Kristen McMaster

Timestamps*:
00:00 Introduction: Filling in the gaps with inferences, with Kristen McMaster, Ph.D.
05:00 Comprehension is how we make sense of the world around us
09:00 The types of inferences: Causal, bridging, elaborative, and theory of mind
17:00 How teachers can help students develop inference skills
22:00 Creating an effective questioning strategy
27:00 How teachers can preview a text and think about the inferences that might need to be made
31:00 Supporting students who process texts in different ways
37:00 The timing of comprehension questions
40:00 The connection between oral language comprehension and text comprehension
45:00 Final thought: Teacher's shouldn't underestimate the importance of inferences that might seem obvious.
*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, Timothy Shanahan, Ph.D., distinguished professor emeritus from the University of Illinois at Chicago, joins Susan Lambert to distinguish between reading comprehension, learning from a text, and the process of learning to read. He compares learning to read with athletic training, explaining that just as athletes need to vary their workout intensities to maximize their strength, students need to vary their text difficulty to maximize their comprehension, reading skills, and overall learning. Together, Timothy and Susan also discuss why reading comprehension is an ethical act and the power of simply rereading to increase comprehension.

Show notes:

Submit your questions on comprehension! Access free, high-quality resources at our brand-new companion professional learning page  Connect with Timothy Shanahan, Ph.D.Learn more about Timothy Shanahan, Ph.D.Read the blog post "Don't Confuse Reading Comprehension and Learning to Read (and to Reread)"Listen to Leveled reading, leveled lives, with Tim Shanahan, Ph.D.Listen to Mitchell Brookins, Ph.D. on Beyond My Years Listen to Season 2 of Amplify?s Beyond My Years podcastJoin our community Facebook group.Connect with Susan Lambert

Quotes:

"We're trying to teach kids to read, and a text that is immediately comprehensible leaves you very little to learn." ?Timothy Shanahan, Ph.D.

"Reading comprehension is not just a psychological or cognitive action?it's an ethical action." ?Timothy Shanahan, Ph.D.

"Comprehension is not automatic. It isn't just, 'Oh, if you decode, you're going to comprehend.'" ?Timothy Shanahan, Ph.D.

"A good reader has to start out with a determination. 'My job here is to understand it, not just to read it.'" ?Timothy Shanahan, Ph.D.

Timestamps*:
00:00 Introduction: Learning to read vs. reading to learn with Timothy Shanahan, Ph.D.
06:00 Reading comprehension is not just a psychological or cognitive action, it's an ethical action.
09:00 Authors know their readers and so they put in affordances aimed at the reader.
15:00 Timothy's motivation for writing his blog post, "Don't Confuse Reading Comprehension and Learning to Read."
17:00 A text that is immediately comprehensible, leaves you very little to learn.
19:00 You can increase the learning for most people if you increase the difficulty.
24:00 An argument for students to read more rigorous texts.
28:00 A good reader has to start out with determination.
35:00 The different between learning and understanding is an issue of remembering.
39:00 Teachers need to teach kids to be strategic.
42:00 Timothy Shanahan's new wrinkle in thinking about comprehension, understanding, and learning.
44:00 In conclusion: Kids should be reading texts with varying levels of difficulty.
*Timestamps are approximate, rounded to nearest minute

We're excited to share a special episode from our friends at our sister podcast, Beyond My Years.

Host Ana Torres is joined by nationally recognized educational consultant and thought leader, Mitchell Brookins, Ph.D., to discuss what critical thinking is and how to help students develop it. He also explains why critical thinking is crucial for long-term academic success. Mitchell also gives gives educators four clear steps that they can implement to effectively nurture critical thinking skills in their classrooms. Ana is then joined by Beyond My Years Classroom Insider extraordinaire Eric Cross, who discusses how he encourages his students to hone their critical thinking skills in class.

Show notes:

Binge all of Beyond My Years podcast Season 2 now: https://amplify.com/bmySubmit your questions on comprehension Access free, high-quality resources at our brand-new companion professional learning page  Visit Mitchell Brookins, Ph.D,?s websiteConnect with Mitchell Brookins, Ph.D., on LinkedInConnect with Ana TorresConnect with Eric CrossJoin our community Facebook group.Connect with Susan Lambert

Quotes:

"When you are a school administrator, you can't be confused as to what your identity is. People expect you to step in with voice, with passion, with vision, and direct the path." ?Mitchell Brookins, Ph.D.

"That's how you know you're in a classroom with critical thinking: We're not rushing the conversation. We're enjoying it." ?Mitchell Brookins, Ph.D. 

"There's an art and science to teaching, and I think that they're two different things." ?Eric Cross

"The importance of modeling can?t be overstated." ? Ana Torres

Timestamps*:
00:00 Introduction
02:00 Ana Torres & Eric Cross preview Ana's conversation about critical thinking
04:00 Introducing Mitchell Brookins, Ph.D.
10:00 Why should critical thinking be top of mind for educators?
15:00 Where should teachers begin when trying to help students develop critical thinking skills?
20:00 Questioning that reveals classrooms in which teachers honor students' thinking
24:00 You can't get to a higher level if you don't have the knowledge.
28:00 For a lot of us, this work is more than just a profession it's a calling
30:00 Classroom Insider conversation with Eric Cross
37:00 Recap of Classroom Insider takeaways
39:00 Closing thoughts from Susan Lambert
*Timestamps are approximate, rounded to nearest minute

Susan Lambert is joined by emeritus professor of psychology and education and the University of Oxford, Charles Hulme, D.Phil., and founder of Left Side Strong LLC, MaryKate DeSantis. They dive into the critial connection between oral language development and reading comprehension. They also explore exactly what oral language development is, how to screen children for deficits in oral language abilities, and the most effective strategies educators can use for intervention.

Show notes: 

Submit your comprehension questions!Access free resources on our companion professional learning page. Connect with Charles on LinkedIn.Learn more about Charles.Connect with MaryKate on LinkedIn.Learn more about Left Side Strong LLC.Listen to our episode with Wesley Hoover, Ph.D.Listen to our episode with Julie Van Dyke, Ph.D.Listen to our episode with Tiffany Hogan, Ph.D.Listen to Amplify?s Beyond My Years podcast.Join our Facebook group.Read Book Language: What It Is, How Children Can ?Get It?.Connect with Susan Lambert.

Quotes:

"Language comprehension is really what leads us to reading comprehension." ?MaryKate DeSantis

"We talk about learning to read, but we also need to talk about reading to learn. A lot of what we learn in our lives is through reading, and reading is certainly a powerful drive of vocabulary and language development." ?Charles Hulme, D.Phil.

"Language skills are unconstrained, meaning the sky's the limit. As long as you continue to engage in any sort of way, your language skills can continue to develop throughout your lifetime." ?Susan Lambert

Timestamps*:
00:00 How language skills shape reading success
06:00 Defining reading comprehension
08:00 Reading is language. Without language, there would be no reading.
12:00 Importance of language skills for comprehension
16:00 Our main purpose in life is to communicate with others
21:00 Development of language skills
23:00 Moving the needle on literacy achievement
28:00 How students can help develop students' language capacity
31:00 Screening to assess oral language skills
35:00 Why early language instruction is effective and sustainable
39:00 Key takeaways
41:00 Focusing on language is worth the time
43:00 Closing thoughts
*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Phil Capin, Ph.D., assistant professor of education at the Harvard Graduate School of Education. They explore why recommended reading comprehension practices aren't widely implemented in schools, and what educators can do to change that. Together, they also discuss how knowledge building is foundational to reading comprehension, how writing is a powerful tool in supporting reading comprehension, and why we should structure reading instruction based on what happens before, during, and after reading.

Show notes:

Submit your questions on comprehension: http://www.amplify.com/sor-mailbagAccess free resources at our professional learning page: https://amplify.com/science-of-reading/professional-learning/Connect with Phil Capin: https://www.linkedin.com/in/phil-capin-02105550Read Hugh Catts' article, "Rethinking How to Promote Reading Comprehension": https://files.eric.ed.gov/fulltext/EJ1322088.pdfRead Catherine Snow's article, "Reading for Understanding": https://www.rand.org/pubs/monograph_reports/MR1465.htmlLearn more about Dolores Durkin's report, "What Classroom Observations Reveal about Reading Comprehension Instruction": https://eric.ed.gov/?id=ED162259Read How People Learn: https://www.nationalacademies.org/read/9853/chapter/1Listen to the podcast episode with Nancy Hennessy: https://podcasts.apple.com/us/podcast/s3-09-deconstructing-the-rope-vocabulary-with/id1483513974?i=1000520380191 Listen to Season 2 of Amplify's Beyond My Years podcast: http://at.amplify.com/bmy Join our Facebook community: https://www.facebook.com/groups/scienceofreading

Quotes:

"We've underestimated the value of writing in supporting reading comprehension." ?Phil Capin, Ph.D.

"Reading and writing rely on a lot of the same language processes, and writing supports the consolidation of knowledge." ?Phil Capin, Ph.D.

"Students should engage with meaningful problems, and they should have a reason for learning." ?Phil Capin, Ph.D.

Timestamps*:
00:00 Introduction
04:00 Phil Capin's career path
08:00 Reading comprehension is the byproduct of a constellation of competencies
11:00 The complexity of comprehension
16:00 Dolores Durkin's findings on comprehension testing vs. teaching
22:00 Students should engage with meaningful problems
24:00 Comprehension instruction is organized by before, during, and after reading.
27:00 The value of writing for comprehension
31:00 Where comprehension strategies could be helpful
39:00 How much time should teachers dedicate to strategy instruction?
41:00 The strongest predictor of whether you're going to understand the text is the knowledge you bring.
46:00 Every teacher is a reading teacher
48:00 Closing thoughts
*Timestamps are approximate, rounded to nearest minute

 

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by educational consultant Nancy Chapel Eberhardt, who explains why focusing on syntax at the sentence level is just as important for comprehension as word-level decoding. Together, Nancy and Susan also discuss how syntax helps students process meaning while reading, why we should start early and teach syntax to students from the beginning, and a more functional approach to syntax.

Show notes:

Submit your questions on comprehension!Connect with Nancy on LinkedIn. Read Nancy?s article ?Syntax: Somewhere Between the Words and Text.?Learn more about Nancy?s book Syntax: Knowledge to Practice.Learn more about the Syntax online course. Listen to last week?s syntax-focused episode, with Julie Van Dyke, Ph.D.Listen to the podcast the episode with Nancy Hennessy, M.Ed.Read Maryellen MacDonald?s article ?Book Language: What It Is, How Children Can ?Get It?.?Listen to Season 2 of Amplify?s Beyond My Years podcast.Join our community Facebook group.Connect with Susan Lambert.

Quotes:

"Syntax is somewhere between the individual words and the meaning of the text. It's the processing piece that's going on there." ?Nancy Chapel Eberhardt

"Syntax isn't just for older kids anymore. Syntax is really something that we can start promoting, developing, encouraging, embracing from the beginning." ?Nancy Chapel Eberhardt

"I actually think that as teachers embrace this idea of syntax, they're going to have a lot of fun with it. It's way more fun to talk about the meanings of words than to just decode them." ?Nancy Chapel Eberhardt

Timestamps:
00:00 Introduction: Diving deeper into syntax, with Nancy Chapel Eberhardt
08:00 Comprehension is lifting the meaning out of text
11:00 Sentence-level abilities make as large a contribution as word reading for comprehension
14:00 The difference between syntax and grammar
20:00 Why syntactical knowledge is so helpful in the  comprehension process
24:00 Prosody helps us with our fluency with reading
30:00 Syntax is somewhere between the individual words and the meaning of the text
33:00 We've gone through several generations of students who aren't being taught syntax
37:00 It's  more fun to talk about the meanings of words
39:00 Start teaching syntax by thinking about the most essential build block
45:00 Connecting words are meaningless in the absence of other words
53:00 By spending more time instructing on syntax, we will reach more of our students.
56:00 Closing: Syntax is something we can start promoting, developing, encouraging, and embracing from the beginning.
*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by research scientist and professor Julie Van Dyke, Ph.D., who explains why syntax instruction may be the missing piece in our mission to improve comprehension outcomes for all students. Together, Julie and Susan discuss why syntax is the part of the language system that matters for comprehension, how the same systematicity and rule governance that you find in teaching phonics also exists in syntax, and how explicit syntax instruction could be the next breakthrough in evidence-based literacy education.

Show notes:

Submit your questions on comprehension!Connect with Julie Van Dyke on LinkedIn.Learn more about Julie Van Dyke's research on her website.Watch an interview about Syntax Comes First: Understanding How Syntax Is the Backbone of ComprehensionWatch Dr. Van Dyke's webinar: Finding the Missing Link in Reading Comprehension. Access recent Perspectives issues via the IDA. Listen to Season 2 of Amplify's Beyond My Years podcast.Join our community Facebook group.Connect with Susan Lambert.

Quotes:

"In English, syntax is word order. Syntax is the relationship between the entities in a sentence." ?Julie Van Dyke, Ph.D.

"If you want to increase comprehension, you need to be explicit in syntax because that's the part of the language system that matters for comprehension." ?Julie Van Dyke, Ph.D.

"Comprehension is the glue between the words. It's the process of gluing the words together, each word as you go." ?Julie Van Dyke, Ph.D.

Episode Timestamps:
00:00 Introduction: Syntax and comprehension with Julie Van Dyke, Ph.D.
06:00 Nervousness around syntax instruction
11:00 Comprehension is the glue between words
15:00 The difference between grammar and syntax
19:00 How the brain learns language and how syntax is related to that learning
24:00 Oral language is much less complicated than written language
30:00 Explaining regressions
33:00 The need to be explicit in syntax instruction
36:00 How we develop fluency as syntax
44:00 Closing thoughts: Syntax can move the needle on the nation's report card

*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Affiliated Scholar at the Stern Center for Language and Learning, Melissa Farrall, Ph.D., to discuss understanding assessment. Melissa explains why it's beneficial for every educator to understand the fundamentals of assessment, especially comprehension assessment. Together, Melissa and Susan discuss the relationship between reading comprehension and language comprehension, why reading comprehension can be challenging to assess, and how, in a perfect world, educators would be trained both in the Science of Reading and assessment.

Show notes:

Submit your questions on comprehension!Access free, high-quality resources at our brand new, companion professional learning page.Connect with Melissa Farrall on LinkedIn.Learn more about Chall's Stages of Reading Development.Read Reading Assessment: Linking Language, Literacy, and CognitionRead The Academic Achievement Challenge: What Really Works in the ClassroomListen to Season 2 of Amplify's Beyond My Years podcast.Join our community Facebook group.Connect with Susan Lambert. 

Quotes:

"My view of reading comprehension is that it is thinking guided by print." ?Melissa Farrall, Ph.D."If we supplement our evaluation with measures of listening comprehension, we can then get a sense of an individual's ability to make meaning." ?Melissa Farrall, Ph.D."In a perfect world, we would have not just evaluators, but educators who are trained both in the Science of Reading and in assessment so that we can all sit at the same table and participate." ?Melissa Farrall, Ph.D.

Episode Timestamps:
00:00 Introduction: Exploring comprehension assessment, with Melissa Farrall
07:00 The legacy of Jean Chall's research on the developmental stages of reading
10:00 "Reading Assessment: Linking Language, Literacy, and Cognition"
17:00 Comprehension is thinking guided by print
21:00 Different ways of assessing reading comprehension
27:00 Kintsch's construction-integration model
30:00 Word recognition
33:00 Reading comprehension is not easily quantified
38:00 How background knowledge affect the meaning-making process
41:00 The two modalities of language comprehension
45:00 How today's educators might think differently about comprehension instruction
48:00 Closing thoughts

*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by University of Oregon College of Education Professor and Ann Swindells Chair in Education Gina Biancarosa, Ed.D., to explore how best to assess for comprehension. Gina elaborates on her extensive work developing more precise and informative measurements of reading comprehension and discusses think-aloud research, demonstrating how to infer for coherence, and examining how students who are struggling with comprehension tend to rely too heavily on making inferences or paraphrasing.

Show notes:

Submit your questions on comprehension!Access free, high-quality resources at our brand new, companion professional learning page.  Connect with Gina on LinkedIn.Read ?Diagnostic and Instructionally Relevant Measurement of Reading Comprehension?Watch Dr. Biancarosa's recent Amplify webinar appearance: Where and How to Measure Comprehension to Drive ImprovementListen to Season 2 of Amplify?s Beyond My Years podcast.Join our community Facebook group.Connect with Susan Lambert.

Quotes:

"A lot of what we know about reading comprehension comes from think-alouds where you ask someone to tell you what they're thinking as they read." ?Gina Biancarosa, Ed.D

"To model reading comprehension, [try] thinking aloud in front of a classroom of students in a way that is instructive for them, and also authentic to the reading process." ?Gina Biancarosa, Ed.D.

"Students are making causal inferences in their daily lives, when they watch movies, and when they're hearing stories. And so what we're really trying to do is get them to generalize these behaviors that they engage in outside of the task of reading, during reading." ?Gina Biancarosa, Ed.D.

Episode Timestamps:
02:00 Introduction: Gina Biancarosa, Ed.D. and comprehension assessment
08:00 How do we assess comprehension?
14:00 Think-aloud research
21:00 MOCCA (Multiple-Choice Online Causal Comprehension Assessment)
24:00 Causal coherence
30:00 Paraphrasers and elaborators
33:00 Comprehension assessment research
39:00 Professional development and comprehension assessment
42:00 Closing thoughts
*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Northwestern University Professor of Education, Social Policy, and Psychology David Rapp. David?s research focuses on language and memory, and his conversation with Susan gives insight into how memory is connected to comprehension. The first half of the episode is spent defining comprehension as a process, a product, and a higher-order cognitive process. David then digs into how that definition informs the ways in which educators assess comprehension and where they can look for potential failure points. One of these failure points includes misinformation. David addresses what happens when misinformation is stored in long-term memory. He details the issues this can cause for student comprehension, and he gives guidance on how to prevent and correct them.

Show notes:

Submit your questions on comprehension! Access free, high-quality resources at our brand new, companion professional learning page.  Check out David Rapp's lab.Resources:Listen to Season 2 of Amplify?s Beyond My Years podcast.Join our community Facebook group.Connect with Susan Lambert.

Quotes: 

?Once the information is in memory, you can't really get rid of it. What you can try to do is make other memories more powerful, more likely to resonate to things.? ?David Rapp, Ph.D.

?Sometimes our most effective processes actually lead us to misunderstand. For example, you're really good at encoding information to memory, that's great, except if you're exposed to inaccurate ideas, that's a problem.? ?David Rapp, Ph.D.

?It feels easy for us to comprehend texts if we're well practiced at it, it feels easy, but it's actually a lot of cognitive operations going on behind the scenes and a lot of years of practice.? ?David Rapp, Ph.D.

?In terms of being exposed to misinformation, we see even if people have been exposed to inaccurate ideas, even once, it's encoded into memory, it's potentially gonna be there to influence you.? ?David Rapp, Ph.D.

Episode Timestamps
02:00 Introduction: Who is David Rapp?
04:00 Defining reading comprehension
05:00 Comprehension as a process vs a product
08:00 Comprehension as a higher order cognitive process
12:00 Coherence
18:00 Memory activation and misinformation
21:00 Consequences of misinformation
25:00 Correcting misinformation
28:00 Preventing misinformation
36:00 The evolution of thinking on comprehension
40:00 Current research
45:00 Closing thoughts and encouragement to dig into research
*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Doug Lemov,  former teacher and school principal, to discuss how teachers can identify when disfluency is actually the root cause for students? struggles with comprehension?and what they can do about it. Using his new book, The Teach Like a Champion Guide to the Science of Reading, to guide the discussion, Susan and Doug address building attention stamina, the argument for reading whole books, and the value of expressive read-alouds. Finally, Doug ends the episode asserting that humans are meant to live in community, and that a deeper level of comprehension is unlocked through deep empathic connection to text and the experience of reading with others.

Show notes: 

Listen to Season 2 of the Beyond My Years podcast for solutions to common teaching challenges directly from seasoned educators.Connect with Doug Lemov:X: @Doug_Lemov Resources:Read: The Teach Like a Champion Guide to the Science of ReadingWatch: Gabby Woolf?s Dr. Jekyll Lesson and the Power of Reading FluencyListen: ?Phonology as a settled science?Listen: ?The plea to preserve deep reading, with Maryanne Wolf, Ed.D.?Listen: ?Writing the way to better reading, with Judith Hochman, Ed.D.?Listen: ?The joy of reading aloud, with Molly Ness?Download: cComprehension 101 BundleSubmit your questions on comprehension! Join our community Facebook Group: www.facebook.com/groups/scienceofreadingConnect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/

Quotes: 

 ?If you're not a fluent reader, you can't be a deep reader.??Doug Lemov

?The research is clear that when you start to read expressively externally, then your internal reading voice while reading silently is much more expressive and therefore infused with more meaning.??Doug Lemov 

Episode Timestamps
03:00 Introduction: Doug Lemov
05:00 The importance of the middle grades
07:00 Book: The Teach like a Champion Guide to the Science of Reading
13:00 How to build attention stamina
16:00 Background knowledge and vocabulary
19:00 Writing?s impact on memory and reading
22:00 The value in reading whole books
25:00 Embracing smaller writing assignments
27:00 Fluency deep dive
30:00 Working memory
35:00 Troubleshooting fluency
39:00 Expressive reading
41:00 Read-alouds
44:00 Reading as a social act
52:00 The argument for books
*Timestamps are approximate, rounded to nearest minute

In this special dyslexia-focused Essentials episode of Science of Reading: The Podcast, Susan Lambert pulls from past episodes to summarize everything you need to know about dyslexia, from experts Emily Lutrick, Ed.D.; Nadine Gaab, Ph.D.; Tim Odegard, Ph.D.; Sally Shaywitz, M.D.; and Francisco Usero-González, Ph.D. You'll also hear first-hand accounts from young people about their personal experiences with dyslexia, reading, and the education system. Even if you have little prior knowledge of dyslexia, you?ll walk away from this episode with a foundational understanding of the condition, including what it is, what causes it, how to identify it, the importance of early screening, how it is a continuum, methods for intervention, and more.

Show notes:

ResourcesAccess free high-quality resources at our brand new professional learning page: http://amplify.com/science-of-reading/professional-learning Download your Dyslexia Support Power PackJoin our community Facebook Group: www.facebook.com/groups/scienceofreading

Episode Timestamps
00:27 Introduction to SoR: Essentials
01:02 Susan?s personal connection with dyslexia
02:53 Accounts from young people on their experience of dyslexia
05:09 Defining dyslexia with Dr. Emily Lutrick
06:53 Dyslexia as a reading disability with Dr. Nadine Gaab
07:39 Three key characteristics of people with dyslexia with Dr. Tim Odegard
09:42 Longitudinal study with Dr. Sally Shaywitz
11:54 The causes of dyslexia
13:09 Early identification and effective intervention
15:22 Discrepancy model/Waiting to fail model
16:35 How early is too early to screen for dyslexia
18:37 How to know when a student is at risk for dyslexia
21:54 Identifying risk factors in older students
22:54 Decoding nonsense words
24:27 The power of naming a struggle
25:28 The importance of having a cohesive system in place
26:43 Screening students in their home language with Dr. Francisco Paco Usero Gonzalez
29:45 Dyslexia as a continuum
33:41 Final thoughts from young people on dyslexia
36:12 Preview of upcoming episode
*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Katie Pace Miles, Ph.D., founder of The Reading Institute and director of the Advanced Certificates in Reading Science, Brooklyn College. An expert in orthographic mapping, Pace Miles explains why it?s a cognitive process, why that means it can?t be ?taught,? and how we can instead leverage an understanding of it to inform instructional practices across reading, writing, and spelling to improve comprehension. Pace Miles outlines what it takes to develop good word-reading habits in emergent readers, and offers step-by-step advice on how to implement quick intervention when needed.

Show notes:

Submit your questions on comprehension! Access free, high-quality resources at our brand-new companion professional learning page.  Connect with Katie Pace Miles:Website: https://www.katiepacemilesphd.com/Instagram: @thereadinginstitutenyc Resources:Book: Making Words Stick: A Four-Step Instructional Routine to Power Up Orthographic Mapping Article: ?Phases of Development in Learning to Read and Spell Words? by Linnea C. EhriPodcast episode: The joy of reading aloud, with Molly NessJoin our community Facebook group: www.facebook.com/groups/scienceofreadingConnect with Susan Lambert: https://www.linkedin.com/in/susan-lambert-edd-b1512761/  

Quotes: 

?"You don't teach orthographic mapping, 'cause, again, that's a cognitive process, but you can facilitate support for long-term storage of words." ?Katie Pace Miles, Ph.D.

"Never acquiesce to illiteracy. We all, as a community that supports all readers, have to figure out what instruction needs to be provided and what dosage over what duration of time ? and it will happen." ?Katie Pace Miles, Ph.D.

"If you're focused only on phonics and not on spelling, you are going to miss a whole bunch of decoding instruction, word analysis work." ?Katie Pace Miles, Ph.D.

"You don't need a Ph.D. to have that knowledge. That should come in all teacher training. The complexity of the English language?every teacher I've ever met can handle it once we teach it."?Katie Pace Miles, Ph.D.

Episode timestamps*
03:00 Introduction: Who is Katie Pace Miles?
04:00 Beginnings as a teacher
07:00 Book: Making Words Stick: A four step instructional routine to power up orthographic mapping
10:00 The motivation behind the book
13:00 Orthographic mapping as a cognitive process
17:00 Can you teach orthographic mapping?
19:00 Research behind the theory of orthographic mapping
24:00 Developing good word reading habits with emergent readers
28:00 Reading-spelling connection
32:00 Rubberband analogy: Developing speaking and reading skills in tandem
34:00 Orthographic mapping can support or impede comprehension
39:00 Intervention
43:00 Activities and strategies from the book
44:00 Final thoughts
*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Wesley Hoover, a psycholinguist at the University of Texas at Austin, to discuss the Simple View of Reading and how it can serve as the basis for our understanding of comprehension. Wesley digs into all the complexities of this model?which is only simple at a high level?including the meaning of language comprehension vs. reading comprehension, the impact of word recognition, and using the simple view to identify struggling students. He?ll even address the limitations of the simple view of reading, untangle common misconceptions, and give you tools for assessing the value of any model for reading that you might encounter.

Show notes: 

Submit your questions on comprehension! Access free, high-quality resources at our brand-new, companion professional learning page: http://amplify.com/science-of-reading/professional-learning  Resources:Listen: Science of Reading Essentials: ComprehensionRead: The Primacy of Science in Communicating Advances in the Science of ReadingJoin our community Facebook Group: www.facebook.com/groups/scienceofreadingConnect with Susan Lambert: https://www.linkedin.com/in/susan-lambert-edd-b1512761/Check out Season 2 of the Beyond My Years podcast at.amplify.com/bmy 

Quotes:

"Language comprehension is unbounded? the knowledge of the world and being able to express the knowledge of the world in language?that's always a key difficulty you work on for your entire life.? ?Wesley Hoover, Ph.D. 

?If you're a teacher thinking about language comprehension, whatever time you devote to helping people understand language, if you can be effective in doing that, you'll never waste a kid's time.? ?Wesley Hoover, Ph.D. 

"To be a reader, you have to be good at two things: word recognition and language comprehension. Both of them are necessary components of reading, but neither one of them is sufficient on its own.??Wesley Hoover, Ph.D. 

Episode timestamps*
03:00 Introduction: Wesley Hoover and the simple view of reading
06:00 What is the simple view of reading?
08:00 What is language comprehension?
10:00 What is word recognition?
11:00 Defining reading comprehension
12:00 Dr. Gough?s big A-Ha! Moment
15:00 Reading competency
16:00 Misconceptions of the simple view of reading
21:00 Changing the size of the boxes
23:00 Extension of the simple view
26:00 Using the simple view to identify kids that are struggling
29:00 What the simple view does or does not address
33:00 Navigating models of reading comprehension
35:00 Is the simple view outdated?
38:00 Why is comprehension worth exploring?
41:00 Final advice
*Timestamps are approximate, rounded to nearest minute

Podcast host Susan Lambert gives you a first look at Season 10 of Science of Reading: The Podcast. This season will focus on reading comprehension, taking a deep dive into what is ultimately the goal of every classroom: breaking down why comprehension matters and how to achieve it. Get a glimpse into the season?s different angles on comprehension, as well as the expert guests you can look forward to hearing from.

Show notes:

Access free, high-quality resources at our brand new, companion professional learning page: http://amplify.com/science-of-reading/professional-learning  Join our community Facebook Group: www.facebook.com/groups/scienceofreadingConnect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/Trailer: Beyond My Years is back for Season 2!

In this crossover episode Susan Lambert joins host Ana Torres and Classroom Insider Eric Cross from sister podcast, Beyond My Years. Together, the trio dive into the idea that all educators contribute to?and thus must invest in?student literacy development, regardless of the content they teach. Throughout the conversation, they discuss how all teachers are literacy teachers, offer four simple tips for developing academic language in any classroom, and explore why Susan still doesn't feel like a "seasoned educator" despite over 30 years in education. Finally, Ana and Eric discuss what they learned and Eric shares his top three takeaways from Susan.

Show notes:

Subscribe to Beyond My Years https://at.amplify.com/bmyAccess free, high-quality resources at our brand new, companion professional learning page: http://amplify.com/science-of-reading/professional-learning  Connect with:Susan Lambert: https://www.linkedin.com/in/susan-lambert-edd-b1512761/Ana Torres: https://www.linkedin.com/in/anayansi-ana-torres-m-ed-26a10654/Eric Cross: https://www.ericcross.org/ Resources:Science of Reading: A New Teacher?s GuideScarborough?s Reading RopeThe Knowledge Gap by Natalie WexlerJoin our community Facebook Group: www.facebook.com/groups/scienceofreadingFollow us on Instagram @amplify.education 

Quotes: 

?Reading and writing and understanding language is not just an English language arts teacher's responsibility. It's the responsibility of every educator to communicate their discipline and the words and the concepts from their discipline to their students.? ?Susan Lambert

?[The Science of Reading movement] is not being led by one person or another person. ?  I'm part of a greater community, and to know that I play a certain role or part in that community actually gives me a lot of inspiration on days when it's really, really hard.? ?Susan Lambert

?Any teacher in a classroom, no matter what content area they teach, is teaching something about language.? ?Susan Lambert

?The more that we can sharpen our tools and our skillset to be those teachers of literacy, the faster we're going to see improvements in learning in our classrooms. They're not two separate things.? ?Eric Cross

In this episode of Science of Reading: The Podcast, literacy coach (and podcast host in her own right) Amie Burkholder joins us to discuss her new book, Literacy Unlocked: How to Implement the Science of Reading With Young Learners. Amie talks through the origins of the book, how she structured it to be really actionable for educators, and what she hopes educators will take away from it. Amie and Susan also discuss some of the biggest recent changes to the Science of Reading movement, the areas Amie most often sees educators struggle when making the switch to research-based literacy instruction, and some tips educators can implement today?including a walkthrough of a classroom activity targeting phonemic awareness. 

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 Amie:Instagram: @literacy.edventures Listen to Amie?s podcast: Route2ReadingResources:Book: Literacy Unlocked: How to Implement the Science of Reading With Young LearnersDownload the Science of Reading: A New Teacher's Guide today!
amplify.com/sorguide Join our community Facebook Group: www.facebook.com/groups/scienceofreadingConnect with Susan Lambert: https://www.linkedin.com/in/susan-lambert-edd-b1512761/ 

Quotes: 

?Look to those that you trust to guide you.? ?Amie Burkholder 

?If you try to change everything you're doing, you're not going to do anything well. Pick one area of your literacy block you?re really gonna nail. Once you nail that?add another one.? ?Amie Burkholder

?I want [the book] to follow the research, but I want it to be simple enough for teachers to execute, [and] also engaging enough for kids to want to do it.? ?Amie Burkholder 

Episode timestamps*
02:00 Introduction: Who is Amie Burkholder?
07:00 Literacy Unlocked: How to Implement the Science of Reading with Young Learners
11:00 Book Structure
12:00 Phonemic awareness classroom activity walkthrough
16:00 Learning while writing the book
17:00 Strategy for getting the most out of conferences
18:00 Favorite conferences
19:00 Biggest changes to the science of reading movement
20:00 Recommendation for people diving into the research for the first time
22:00 Implementation: Biggest struggle for teaching making the shift
24:00 Ideal takeaway from the book
25:00 Closing thoughts
*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, top literacy scholar Tim Shanahan, Ph.D., returns to discuss his new book, Leveled Reading, Leveled Lives: How Students? Reading Achievement Has Been Held Back and What We Can Do About It. During his conversation with Susan Lambert, he outlines what existing research says about leveled reading?and why it?s not effective. He also shares how the misuse of theory can lead to ineffectual conclusions, makes a case for the efficacy of more explicit instruction, and provides a few simple tweaks teachers can make to classroom instruction that can make a big difference for their students. 

Show notes:

Access free, high-quality resources at our brand new companion professional learning page. Resources:Book: Leveled Reading, Leveled Lives: How Students? Reading Achievement Has Been Held Back and What We Can Do About ItJoin our community Facebook group.Connect with Susan Lambert.

Quotes: 

?This notion of trying to match kids to books and get everybody to their right level is, at the very least, wasteful. It's not benefiting kids.? ?Tim Shanahan, Ph.D.

?We're spending an awful lot of time doing a lot of work that is not only not paying off, but it's probably holding a lot of kids back.? ?Tim Shanahan, Ph.D.

?Maybe we should be having kids read some of these texts more than once. Maybe we should be doing some of our fluency work, not after we did the comprehension work, but ahead of time.? ?Tim Shanahan, Ph.D.

Episode timestamps*
02:00 Introduction: Who is Tim Shanahan?
03:00 Most proud of as a researcher
05:00 Most proud of in education policy work
06:00 First book: Leveled Reading, Leveled Lives
07:00 Motivation to write: Addressing instructional levels
14:00 Relevance of misuse of theory
17:00 Leveled instruction isn?t effective
21:00 Self-reflections in the writing process
22:00 Parallels to verbal learning
24:00 What can teachers do?
26:00 Fluency and reading things twice
32:00 Grade level teaching opens opportunities
33:00 The future of literacy development
39:00 What is happening in American schools?
*Timestamps are approximate, rounded to nearest minute

In this special Essentials episode of Science of Reading: The Podcast, Susan Lambert pulls from past episodes to distill reading comprehension insights from experts Hugh Catts, Ph.D.; Sharon Vaughn, Ph.D.; and Reid Smith, Ph.D. Listeners will walk away from this episode with a foundational introduction to the complexities of reading comprehension, and gain an understanding of topics such as reframing comprehension as an outcome rather than a skill, choosing the right texts and asking the right questions, cultivating long term memory and knowledge recall, and understanding the real purpose of reading. 

Show notes: 

Access the listening guide?and other free, high-quality resources?at our brand new professional learning page: http://amplify.com/science-of-reading/professional-learning Join our community Facebook Group: www.facebook.com/groups/scienceofreading

Quotes:

?This Essentials episode does not answer everything about comprehension. All we're doing here is building a foundation, understanding that comprehension isn't a skill, it's complex.? ?Susan Lambert

? For the most part, if we're paying attention, if we can read words efficiently and know what they mean and have background knowledge, it yields comprehension.? ?Sharon Vaughn

? Some people say that the purpose of reading is comprehension. It's not the purpose of reading. The purpose of reading is whatever you're comprehending for.? ?Hugh Catts 

?[There?s] a strong literature base that tells us that one of the differences between poor readers and strong readers is their ability to notice when there are inconsistencies in the text, and have strategies that they can employ to resolve those inconsistencies.? ?Reid Smith

Episode Timestamps*
01:00 What are ?Science of Reading: Essentials? episodes
02:00 Introduction to comprehension
05:00 Defining comprehension
07:00 Reading comprehension as an outcome
09:00 The purpose of reading with Hugh Catts
11:00 Comprehension vs foundational reading skills
17:00 The importance of text and asking the right questions with Sharon Vaughn
20:00 Discussion on leveled reading
26:00 Background knowledge with Reid Smith
28:00 Long term memory and knowledge recall
31:00 Final thoughts, tips, & encouragement
34:00 Key takeaways from Susan
36:00 Season 10 preview
39:00 Coming up next: Tim Shanahan
*Timestamps are approximate, rounded to nearest minute

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 Lucas

Episode timestamps*
03:00 Introduction: Who is Anne Lucas?
07:00 Defining comprehension
09:00 The missing link in comprehension
10:00 Comprehension micro skills vs decoding
14:00 End goal vs. process
16:00 Current research
18:00 Significance of ?small? words
20:00 Targeting micro skills in the classroom
22:00 Comprehension skills vs strategies
27:00 Teacher response to learning about micro skills
29:00 Background knowledge
31:00 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 Lambert

Quotes:

?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 comprehension
08:00 What it takes to be comfortable reading
10:00 Academic or disciplinary knowledge
11:00 Comprehension strategies
20:00 Applications of knowledge that can be difficult to appreciate
25:00 Inferences can be automatic
26:00 Taking the ?knowledge is important? message too far
31:00 Critical thinking and knowledge building
32:00 How to decide what knowledge is important to teach
36:00 Book: Developing Curriculum for Deep Thinking
39:00 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 book
11:00 Knowledge powers all learning
15:00 Addressing common learning myths
18:00 Knowledge retrieval
21:00 Misconception: Productive struggle
22:00 Misconception: ?Preparing students for the 21st century?
26:00 Enriching schema
29:00 Background knowledge and confirmation bias
30:00 Knowledge rich curriculum
32:00 Knowledge that is manageable and achievable
37:00 Skills AND knowledge
44:00 Chalk Dust podcast
45:00 Final thoughts and advice
*Timestamps are approximate, rounded to nearest minute

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/scienceofreading

Quotes:

?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

Episode timestamps*
02:00 The importance of writing
05:00 Mental models: Understand reading and writing, with Young-Suk Grace Kim
10:00 Handwriting and spelling, with Steve Graham
16:00 The power of sentences, with Judith Hochman
21:00 3 ways of thinking about the reading and writing connection, with Steve Graham
21:00 Shared knowledge
23:00 Rhetorical relations
25:00 Functional approach
26:00 Learning science and cognitive load theory, with Natalie Wexler
30:00 Final thoughts, tips, and encouragement
*Timestamps are approximate, rounded to nearest minute

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 building
14:00 Reciprocal relationship between reading and knowledge building
18:00 Reading comprehension strategies as scaffolding
21:00 Using interactive read-alouds
24:00 Concept mapping and word walls
26:00 Vocabulary is the tip of the iceberg
28:00 Multilingual learners
37:00 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 Betz
07:00 First lightbulb moment
09:00 Why is higher education teacher education a hot topic right now?
12:00 Relationship between schools and universities
14:00 Partnering with reading science aligned grade schools
17:00 Legislation for teacher development
20:00 Collaboration between universities
23:00 Professional development for higher education
25:00 Creating a tool to help higher education teachers
32:00 Key takeaways for Dr. Karen Betz
35:00 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 grade 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/sormailbag

Quotes:

?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 Goldenberg

Episode timestamps*
02:00 The latest from Claude Goldenberg
04:00 Literacy and the urgency of now
7:00 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 recognition
29:00 Question 4: How do we support kids that are two or three grade levels behind?
30:00 Dyslexia and the importance of universal screening
35:00 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/springsorsummit

Quotes:

?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 Lambert

Episode timestamps*
03:00 Introduction: Who is Young-Suk Grace Kim?
05:00: Defining a theoretical model
07:00 Origins of Young-Suk?s model
08:00 Interactive Dynamic Literacy Model Overview
14:00 Why interactive and why dynamic
15:00 Hierarchical relations between low order skills and high order skills
18:00 Breaking down ?Interactive?
19:00 Young-Suk?s ideal classroom
20:00 Breaking down ?Dynamic?
21:00 Linguistic grain size
22:00 Why linguistic grain size matters for teachers
26:00 Why word reading and spelling are more strongly related than reading comprehension and writing composition
29:00 Dynamic relationship of developmental phases
30:00 Measuring reading and writing
33:00 Interactive Dynamic Literacy Model summarized
35:00 Understanding reading and writing difficulty, including dyslexia
42:00 Dr. Kim?s Final Thoughts
44:00 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 Lambert

Episode timestamps*
02:00 Introduction: Who is Adrea Truckenmiller?
07:00 Defining academic language
11:00 Differences in academic language at different levels: word, sentence, text.
12:00 Word level: morphological complexity
17:00 Sentence level
18:00 Connectives
21:00 Text level: Informational text structure vs narrative text structure
24:00 Reading research for middle schoolers
26:00 Writing assessment structure for middle school
32:00 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 skills
35:00 Advice for teachers on teaching information reading and writing
39:00 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 notes:

ResourcesRead: 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 Hochman

Episode timestamps*
03:00 Introduction: Who is Judith Hochman?
06:00 Time as an administrator
09:00 Judith?s early days of teaching writing
11:00 Classroom activities for teaching students to write
12:00 Atlantic article and NYC high school case
15:00 The writing revolution
16:00 How kids learn to write based on the research
20:00 Listener mailbag question
21:00 Writing and comprehension
27:00 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 notes

Connect 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 Ashby

Episode timestamps*

2:00 Introduction: Who is Jane Ashby?
6:00 Defining and contextualizing ?settled science?
13:00 Phonology as settled science
17:00 Instant words vs sight words
20:00 How phonology impacts comprehension
26:00 Connection to the Matthew Effect
31:00 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 guide
39:00 Research that should influence teacher practice
41:00 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 language
05:00 Language development and its Impact on literacy
10:00 Variability in language learning
11:00 Developmental Language Disorder (DLD)
18:00 Challenges in Identifying and Supporting DLD
20:00 The Importance of Vision Screening
21:00 Universal Screeners for DLD
24:00 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 Knowledge
30:00 Understanding DLD and Its Challenges
33:00 The Role of Speech Language Pathologists
35:00 Final Thoughts

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 Wexler

Episode timestamps*
02:00 Introduction: Who is Natalie Wexler?
04:00 Natalie?s new book
07:00 What is the science of learning?
11:00 Connecting the science of learning to reading, writing, literacy
14:00 Automaticity and cognitive load theory
17:00 Transferable vs non-transferable skills
22:00 Strategies to release cognitive load when learning new skills
24:00 Learning to write, writing to learn.
29:00 Bringing science informed teaching to scale
32:00 What readers will take away from the book
33:00 Mailbag question: How can one person get more colleagues to use an evidence-based approach?
36:00 Final thoughts
*Timestamps are approximate

Amplify?s 2024 Science of Reading Star Award winners share insights from their daily work. They reflect on why it?s so critical to stay grounded in evidence-based literacy practices and how they bring those practices into their schools and classrooms. Listeners will be inspired by the creative ideas of educators who are making a difference in the lives of students across the country. Winners honored in the episode in order of appearance are: Amber Hines, Vance County Schools, NC; Elizabeth Caton, Windber Area Elementary School, PA; Jamie Vannoy, Wirt County Primary Center, WV; Christine Michalik, Cicero School District 99, IL; Andrea Mason, County Line Elementary School, GA; A. Simone McQuaige, Prince George?s County Public Schools, MD.

Show notes:

Apply for the 2025 Amplify Science of Reading Star AwardsLearn more about our 2024 Star Award winnersSubscribe to Beyond My Years

Quotes:
?There is no, ?Let's try this. Let's try that.? When it's evidence based, you know that it's proven to be effective.? ?Amber Hines

?It's important that we are aligning our practices to standards and what the students are required to do?but also what they need.? ?Elizabeth Caton

?If we don't make a conscious effort to utilize evidence-based practices, we are going to be failing our most at-risk populations.? ?Jamie Vannoy

?All students should have the opportunity for multiple readings of the same text to build comprehension, to build fluency.? ?Christine Michalik

?It's really important to utilize assessments, [to] make sure that my students are getting exactly what they need based on the data that I get from assessments, but also based on the data that I get from regular progress monitoring.? ?Andrea Mason

?This is not something that can be just done at the schoolhouse. It involves the community and all of our community stakeholders.? ?A. Simone McQuaige

This week, we?re highlighting an episode of Beyond My Years, our sibling podcast that gives you exclusive access to all the wisdom of veteran educators. Beyond My Years host, Ana Torres, learns from the best as she sits down with 2024 National Teacher of the Year Missy Testerman. Missy teaches Ana about being open to new ideas and perspectives, offers tips on building relationships with families, and discusses the importance of slowing down. Missy doesn?t shy away from tough topics, like managing the ?who knows best? struggles among administrators, teachers, and parents, and knowing when it?s time to step away from teaching, In addition, Classroom Insider Eric Cross and Ana discuss understanding your community, being more flexible in presenting your lessons, and seeking mentorship and continuous growth.

Show notes:

Connect with Missy TestermanInstagram: @missytesterman2024ntoyLinkedIn: @missy-testermanX: @missytestermanSubscribe to Beyond My Years https://amplify.com/beyond-my-yearsFollow us on Instagram @amplify.education Connect with Eric Cross: https://www.ericcross.org/ Connect with Ana Torres: https://www.linkedin.com/in/anayansi-ana-torres-m-ed-26a10654/

Quotes:
?Find a mentor. Someone you trust. Listen to that person, watch that person, ask that person questions. You know, you don't have to figure this out on your own. People want to help you and you have to take that help. It's not a sign of weakness. It's a sign that you want to be better.? ?Missy Testerman

?I want them to be proud of where they came from, always, because that's part of their story. It's always going to be an important part of their story.? ?Missy Testerman

?I have no magic answers. I have some experiences and I have a little bit of wisdom from three decades of time spent in the education field, but I absolutely do not have it all figured out.? ?Missy Testerman

?The reality is that the journey toward wisdom in any career, especially in education, has to be slow and steady.? ?Missy Testerman

Susan is joined by Ioulia Kovelman, Ph.D., professor in the Department of Psychology at the University of Michigan, to give educators the perspective of a developmental cognitive neuroscientist on literacy development. Starting with the basics of cognitive science versus brain science, Ioulia gives a comprehensive overview into how the brain changes as children learn to read, including differences seen in neurodiverse students and multilingual/English learners. Ioulia then answers a question from our listener mailbag on neuroscience and dyslexia and how current research can inform teaching strategies. Ioulia ends with a rallying message that scientists, teachers, and children cannot stand alone and need to find ways to connect with each other to strengthen literacy as a whole.

Show notes:

Submit your literacy questions for a chance to win!Website: Language & Literacy Lab Video: Language & Literacy Project at the University of MichiganListen: Our mini-series exploring how the Science of Reading serves MLs/ELs

Quotes:
?We are different learners. And these are really different learners. And by giving them literacy instruction, targeted literacy instruction, we are changing their brains. But that doesn't mean we're making them the same.? ?Ioulia Kovelman, Ph.D.

?We talked about languages being different. They're exercising slightly different muscles of your language system.? ?Ioulia Kovelman, Ph.D.

?Science is informed by teachers and children. We're all together. I do not teach children. Teachers don't usually do science. But we have to find ways of connecting with each other.? ?Ioulia Kovelman, Ph.D. 

Episode timestamps*
02:00 Introduction: Who is Ioulia?
06:00 Cognitive science vs brain science
08:00 How the brain changes as children learn to read
11:00 Following brain development for children that struggle with language development
14:00 Physical differences in brain development between the average brain and a neurodiverse brain
17:00 Mailbag question: Neuroscience and dyslexia
20:00 How neuroscience informs teaching strategies for children with dyslexia
25:00 Monolingual vs multilingual brains
33:00 Language literacy lab
38:00 Connecting research to classroom instruction
41:00 Final thoughts
*Timestamps are approximate, rounded to nearest minute

In this episode, Susan Lambert chats with ReadWorks Chief Academic Officer Susanne Nobles, Ph.D., to explore her 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=en

Quotes:
?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 Nobles

Episode timestamps
02:00 Introduction: Who is Susanne Nobles?
04:00 Overview of ReadWorks
10:00 Article-A-Day Program
12:00 Importance of Topical Coherence
13:00 Why knowledge is important to reading
16:00 Introduction to Decodables
19:00 Text Quality and Evaluation
24:00 Supporting Multilingual Learners
29:00 Audio and Accessibility
33:00 Final Thoughts and Conclusion
*Timestamps are approximate, rounded to nearest minute

On this episode of the podcast, Lori Josephson joins Susan to talk about her new book Calling All Neurons! How Reading and Spelling Happen. Lori discusses her journey into literacy and how she saw the need for an accessible, digestible book about the brain science behind learning to read ? one that would be enjoyable for adults and students alike. Lori explains what a neuron is and shows how understanding neural networks is essential to understanding learning to read. She also delves into the importance of getting everyone in a student?s life involved in their literacy development. Lori and Susan also answer some listener-submitted questions, prompting discussions on how to help older elementary students who lack foundational skills and advice for educators who work with students with significant cognitive disabilities.

Show notes:

Submit your literacy questions for a chance to win!Book: Calling All Neurons! How Reading and Spelling HappenConnect with Lori:Website: lorijosephson.comLinkedIn: https://www.linkedin.com/in/lori-josephson/X: @lorijosephson2Facebook: Lori JosephsonInstagram: @calling_all_neuronsRead: Towards a dynamic, comprehensive conceptualization of dyslexiaDr. Nancy Young's Ladder of ReadingWatch: Lori Josephson on the Facebook group Science of Reading?What I Should Have Learned in College 

Quotes:
?I firmly believe that no matter how old you are, you still need to learn the same information.? ?Lori Josephson

?In my mind, I use this equation. Knowledge equals motivation, equals active learning, equals resilience, equals success.? ?Lori Josephson

?Creating a literate brain is a team sport. Everyone needs to be involved. The parents, caregivers, teachers?they need to be engaged in an interactive way.? ?Lori Josephson

?Literacy is a civil right. It's also a gift. It's an opportunity to share thoughts, feelings with others that can be revisited and saved.? ?Lori Josephson

Timestamps
02:00 Introduction: Lori Josephson and her Journey into Literacy
05:00 The Motivation Behind 'Calling All Neurons'
08:00 Understanding Neurons and Neural Networks
15:00 The Reciprocal Process of Reading and Spelling
20:00 The Influence of the Cerebellum in Reading
21:00 Unique Aspects of the Book
25:00 Addressing Foundational Skills in Older Students
30:00 Supporting Students with Cognitive Disabilities
31:00 The Importance of Literacy and Empathy
33:00 Final Thoughts
*Timestamps are approximate, rounded to nearest minute

In this episode Susan Lambert is joined by Hugh Catts, Ph.D., professor at Florida State University, to break down what comprehension is and bust some myths around what it isn?t. With a family history of dyslexia, he has a personal connection to the topic that led him into research in language sciences and language disorders. He discusses how his findings moved him away from viewing comprehension as simply a ?component of reading? but rather something entirely separate?a condition created over time, defined by purpose, and influenced by prior knowledge. Together, Susan and Hugh address many comprehension-related contexts, such as the simple view of reading, the five pillars of reading, and comprehension?s relationship to knowledge building. Hugh also gives listeners practical advice for helping students suss out their comprehension before reading, and he clarifies why understanding the standard of coherence is important.

Show notes:

Submit your literacy questions for a chance to win!Read: Rethinking How to Promote Reading Comprehension by Hugh CattsRead: The Simple View of Reading: Advancements and False Impressions by Hugh CattsFollow Hugh on X: @CattsHugh

Quotes:
?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 Dyslexia
07:00 Rethinking comprehension as a component of reading
11:00 Vocabulary and comprehension
15:00 Comprehension as a condition you create
16:00 Language comprehension and the simple view of reading
19:00 Differences in types of comprehension
26:00 What comprehension is and isn?t
32:00 Thinking deeply
39:00 Background knowledge and comprehension
42:00 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 The Reading League?s curriculum evaluation tool, which assesses a curriculum?s research-based practices. Kurto's conversation with Susan Lambert touches on her background teaching students with dyslexia, the non-negotiables in curriculum aligned to the Science of Reading, and how educators can use information about an evaluated curriculum to inform instruction. While Kurto stresses that no program is perfect, she and her colleagues have worked 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!Submit your literacy questions for a chance to win!eBook: Science of Reading: Defining Guide from The Reading LeagueThe Reading League?s Curriculum Evaluation GuidelinesReading League CompassSubscribe to The Reading League?s newsletter

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 Kurto

Episode timestamps*
02:00 Introduction: Who is Kari Kurto?
08:00 Teaching kids with dyslexia, what they need to learn to read
10:00 Reading league defining guide
11:00 Curriculum review tool
16:00 Determining which programs to review
20:00 Using the curriculum review tool as professional development
21:00 Non-negotiables in a science of reading curriculum
24:00 How to use the information from a program evaluation
30:00 Long-term plans of the navigation report tool
32:00 The reporting team
34:00 The Reading League compass
37:00 The Reading League journal
40:00 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 Campaign

Quotes:
?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

Episode timestamps*
02:00 Looking Back at the Common Core State Standards for ELA
04:00 Knowledge Building and Text Evidence
08:00 Text Complexity and College Readiness
14:00 Standards Organization
23:00 Collaborative Effort in Standards Development
26:00 Integrating Standards into Instruction
26:00 The Importance of Contextual Learning
27:00 Challenges with Early Curriculum Implementation
31:00 Standards vs. Curriculum
35:00 The Role of Knowledge Building in Literacy
50:00 Final Thoughts and Advice
*Timestamps are approximate, rounded to nearest minute

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:

Submit your literacy questions for a chance to win!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

Episode timestamps*
01:00 Season nine: Reading reboot
02:00 Introduction: Who is Ray James?
04:00 Ray James' journey from politics to education
06:00 The Boyce L. Ansley School community
10:00 Support structures for families
13:00 Transforming literacy at The Ansley School
20:00 Impact of literacy initiatives
29:00 Future goals and vision for The Ansley School
40:00 Season nine: Looking ahead
*Timestamps are approximate, rounded to nearest minute

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 Reading

Quotes

?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 Lenhart

Timestamps*
02:00 Introduction: Who is Rebecca Tolson?
04:00 Introduction: Who is Lisa Lenhart?
05:00 Overview: University of Akron Center for Structured Literacy
11:00 Overhauling an undergraduate program
15:00 Origin Story: Center for Structured Literacy
20:00 A Passion for the Science of Reading
23:00 Intersecting goals: Center for Structured Literacy and the state of Ohio
27:00 The importance of training teachers well the first time
33:00 Training teachers to encounter schools with a variety of approaches to literacy
36:00 Long-term goals for the center
39:00 How to get more educators prepared to teach with evidence-based practices
41:00 The importance of having hard conversations

*Timestamps are approximate, rounded to nearest minute

Check out Amplify?s new podcast, Beyond My Years? host and educator Ana Torres seeks out educational insights and hard-won lessons directly from people who have thrived for decades in the classroom: seasoned educators.

On this premiere episode, Ana soaks up wisdom from Joyce Abbott, an educator so passionate about her students that she inspired one of them to go on and write the hit show ?Abbott Elementary.? Joyce tells all about her experiences working in a Title 1 school and what it means to know the community of Philadelphia. They also discuss how Joyce?s time serving in the military informed her work as an educator, how she transformed a challenging classroom during her first year, how it has felt to witness the success of ?Abbott Elementary,? and her driving force: passion. At the end, Ana is joined by Classroom Insider Eric Cross to discuss some actionable teaching tips for bringing Joyce's lessons into your classroom.

Show notes:

Subscribe to Beyond My Years on AppleFollow Beyond My Years on SpotifyWebsite: Beyond My Years