Science of Reading: The Podcast

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: http://amplify.com/science-of-reading/professional-learningDiagnosing dyslexia in multilingual learnersGrowing up with dyslexiaDyslexia: Where we started; where we're goingDebunking the "gift" of dyslexiaA conversation about growing up with dyslexiaDyslexia and developmental trajectoriesThe facts and myths of dyslexiawww.facebook.com/groups/scienceofreadingEpisode 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

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! companion professional learning page.https://www.katiepacemilesphd.com/@thereadinginstitutenyc Making Words Stick: A Four-Step Instructional Routine to Power Up Orthographic Mapping ”Phases of Development in Learning to Read and Spell Words”The joy of reading aloud, with Molly Nesswww.facebook.com/groups/scienceofreadinghttps://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! http://amplify.com/science-of-reading/professional-learningScience of Reading Essentials: ComprehensionThe Primacy of Science in Communicating Advances in the Science of Readingwww.facebook.com/groups/scienceofreadinghttps://www.linkedin.com/in/susan-lambert-edd-b1512761/at.amplify.com/bmyQuotes: "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: http://amplify.com/science-of-reading/professional-learningwww.facebook.com/groups/scienceofreadingwww.linkedin.com/in/susan-lambert-b1512761/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: https://at.amplify.com/bmyhttp://amplify.com/science-of-reading/professional-learninghttps://www.linkedin.com/in/susan-lambert-edd-b1512761/https://www.linkedin.com/in/anayansi-ana-torres-m-ed-26a10654/https://www.ericcross.org/Science of Reading: A New Teacher’s GuideScarborough’s Reading RopeThe Knowledge Gapwww.facebook.com/groups/scienceofreading@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: http://amplify.com/science-of-reading/professional-learning@literacy.edventures Route2ReadingLiteracy Unlocked: How to Implement the Science of Reading With Young LearnersScience of Reading: A New Teacher's Guide amplify.com/sorguidewww.facebook.com/groups/scienceofreadinghttps://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 Leveled Reading, Leveled Lives: How Students’ Reading Achievement Has Been Held Back and What We Can Do About ItJoinConnectQuotes: “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. “When we try to ease the path so much so that the kids will hardly even know that they're learning anything, they're probably hardly ever gonna learn anything.” —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: http://amplify.com/science-of-reading/professional-learningwww.facebook.com/groups/scienceofreadingQuotes: “This Essentials episode does not answer everything about comprehension. All we're doing here is building a foundation, understanding that comprehension isn't a skill, it's complex.” —Susan Lambert “ For the most part, if we're paying attention, if we can read words efficiently and know what they mean and have background knowledge, it yields comprehension.” —Sharon Vaughn “ Some people say that the purpose of reading is comprehension. It's not the purpose of reading. The purpose of reading is whatever you're comprehending for.” —Hugh Catts “[There’s] a strong literature base that tells us that one of the differences between poor readers and strong readers is their ability to notice when there are inconsistencies in the text, and have strategies that they can employ to resolve those inconsistencies.” —Reid 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: http://amplify.com/science-of-reading/professional-learningUnderstanding and Teaching Reading ComprehensionThe missing link in comprehension white paperScience of Reading Essentials: Writingwww.facebook.com/groups/scienceofreadinghttps://www.linkedin.com/in/susan-lambert-edd-b1512761/https://amplify.com/sorsummerlearningQuotes: “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: http://amplify.com/science-of-reading/professional-learningDeveloping Curriculum for Deep Thinking: The Knowledge Revival, multiple authorsRaising Kids Who ReadThe Reading MindThe basic science in reading instruction, with Daniel WillinghamBackground knowledge, with Susan NeumanResearch, comprehension, and content-rich literacy instruction: Sonia CabellJoin ConnectQuotes: “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: http://amplify.com/science-of-reading/professional-learningnathanielswain.comBook: Harnessing the Science of LearningThink Forward EducatorsDeans for ImpactListen: Chalk Dust www.facebook.com/groups/scienceofreadinghttps://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: http://amplify.com/science-of-reading/professional-learningwww.facebook.com/groups/scienceofreadingQuotes: “This is not learned by osmosis. And it's not learned by vague feedback, like, ‘make it better’ or ‘add more details.’ You've got to be very granular.” —Judith Hochman, Ed.D. "What we see with exceptional teachers is they have their kids write." —Steve Graham, Ed.D. “The Science of Reading encapsulates decades of research about both reading and writing—because if writing was never invented, we would not have to teach kids how to read.” —Susan Lambert

In this special episode of Science of Reading: The Podcast, Susan Lambert is joined by Jackie Relyea, Ph.D., Assistant Professor of Literacy Education at North Carolina State University, who’ll give you a comprehensive guide to integrating background knowledge into your teaching as, you create a content-rich classroom. Jackie offers insights on why time-tested classroom staples such as read-alouds and word walls are effective tools for building background knowledge … and how to make them even better. She also digs into why vocabulary is just one facet of conceptual knowledge and what the research says about background knowledge for multilingual learners. Show notes: https://www.linkedin.com/in/jackie-e-relyea-82953242/https://ced.ncsu.edu/people/jrelyea/The 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 InstructionThe joy of reading aloud, with Molly NessSupporting multilingual/English learners with the Science of Readingwww.facebook.com/groups/scienceofreadingwww.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: Klipsch CollegeMarian University’s M.S. in reading scienceHigher Education Community of Practice for Professors of LiteracyCourse Alignment Planning ToolThe Center for Reading Science: Implementing the Science of Reading in Higher EducationThe Reading League Compass: Educator Preparation ProgramsMap: The Reading League Compass: Policymakers and State Education AgenciesTeaching Reading SourcebookEssentials of Assessing, Preventing, and Overcoming Reading DifficultiesStronger Together: The Alliance for Reading Science in Higher EducationWhat I should have learned in college, with Donna Hejtmanekwww.facebook.com/groups/scienceofreadingwww.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 grades levels behind, best practices for teaching multilingual learners, and more! Show notes: https://claudegoldenberg.substack.com/Literacy Foundations for English Learners, A Comprehensive Guide to Evidence-Based Instructionwww.facebook.com/groups/scienceofreadingwww.linkedin.com/in/susan-lambert-b1512761/amplify.com/sormailbagQuotes: “Incrementalism is just not going to serve our purpose unless you want to keep things as they are. And I hate to say this, Susan…some people wouldn't mind leaving things as they are. And we can't do that, and we can't do it incrementally. We've got to really move, like last year.” —Claude Goldenberg “You’ve got to understand how [two programs] fit together and what the purpose is. Giving teachers materials that are literally incoherent and don't fit with each other is not the answer.” —Claude Goldenberg “We need to have a system ... using the best knowledge that we have systematically throughout the state, throughout the country, with systems that pick up kids who are at risk and don't let them fail.” —Claude 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: YoungSukKim19Enhancing Reading and Writing Skills through Systematically Integrated InstructionReading and Writing Relations Are Not Uniform: They Differ by the Linguistic Grain Size, Developmental Phase, and Measurementwww.facebook.com/groups/scienceofreadingwww.linkedin.com/in/susan-lambert-b1512761/Save your spotamplify.com/springsorsummitQuotes: “Lower order skills are necessary for higher order skills; that means skills and knowledge have a series of causal effects. So if you flip it the other way, any challenges or weaknesses in lower order skills, it's going to have a series of impacts on higher order skills.” —Young-Suk Grace Kim, Ed.D. “Theory is an explanation about how things work. …It's a structured framework, a mental framework, that helps us explain, and predict, and understand phenomena.” —Young-Suk Grace Kim, Ed.D. “If an educator goes to a professional development and learns about something like phoneme awareness…but you don't have a framework in which to attach it, you can sort of go down a rabbit trail on one thing instead of thinking about how it relates to the whole.” —Susan 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: “Academic language use in middle school informational writing”“Academic language and the challenge of reading for learning about science”“Writing to read: Parallel and independent contributions of writing research to the Science of Reading”“What is important to measure in sentence-level language comprehension?Making the Writing Process Work: Strategies for Composition and Self-Regulationwww.facebook.com/groups/scienceofreadingwww.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 The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades The Writing RevolutionThe Writing Revolution” in The Atlantic www.facebook.com/groups/scienceofreadingwww.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 Mt. St. Joseph UniversityTeaching Phonemic Awareness in 2024: A Guide for EducatorsPhonological recoding and self-teaching: sine qua non of reading acquisitionThe Four-Part Processing Model for Word RecognitionMatthew effects in reading: Some consequences of individual differences in the acquisition of literacy.www.facebook.com/groups/scienceofreadingwww.linkedin.com/in/susan-lambert-b1512761/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: @tiffanyphogansailliteracylab@seehearspeakpodcastseehearspeakpodcast.comDLDandMe.org A Review of Screeners to Identify Risk of Developmental Language DisorderRaising Awareness of Developmental Language DisorderSeeHearSpeak podcast with Tiffany HoganIf we don’t look, we won’t see: Measuring language development to inform literacy instructionFocused implementation: Doing less to do more, with Doug Reeves, Ph.D.www.facebook.com/groups/scienceofreadingwww.linkedin.com/in/susan-lambert-b1512761/Beyond My Years: Building an education network to make changeQuotes: “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 *Timestamp