Science of Reading: The Podcast

In this episode, Susan Lambert talks with Kelly Butler and Margaret Goldberg about their experiences and insights into improving reading instruction, particularly in Mississippi and California. Kelly discusses her work with the Barksdale Reading Institute, its impact on reading education, and the importance of coaching and structured literacy. Margaret shares her experiences as a coach in California, the challenges of teacher training, and the importance of having a clear and effective literacy plan that includes acquiring high quality data and using it to inform all your strategies. Both guests emphasize the need for systemic change and the role of community involvement in educational success. Show Notes linkedin.com/in/kelly-butler-5b92b31bS2 E5: The Right to Read Project on nurturing automatic readers, with Margaret Goldberg and Alanna MednickS6 E1: The other side of Scarborough’s Rope, with Margaret Goldberg “Sold a Story” seriesTextbook sSpreadsheet from the Center for Reading Science at Mount Saint Joseph UniversityReading Universe: How Children Learn to Read, with Margaret GoldbergQuotes “The laws are telling us that time's up. We need to get this job done. The good news is we know how to do it. We just need to get it done everywhere.” —Kelly Butler “My role is more to help people make sense of information that is much more widely available, and help them understand how it applies to the work that we're doing. Whereas before, I felt like I was trying to alert people to the existence of research that had been kept out of reach.” —Margaret Goldberg Episode Timestamps* 03:00 Introduction: Who are Kelly Butler and Margaret Goldberg? 11:00 Challenges in Teacher Preparation 19:00 Effective Coaching Models 28:00 Margaret's Journey into Coaching 29:00 Collaborative Learning and Best Practices 30:00 Challenges and Solutions in Coaching 35:00 The Impact of Legislation on Coaching 36:00 Reflections on Coaching and Curriculum 48:00 Future Visions and Final Thoughts *Timestamps are approximate, rounded to nearest minute

In this episode, Susan Lambert is joined by Arturo Valadez Sáenz, a demonstration teacher from Dallas, Texas, who delves into his journey from his childhood in Mexico to becoming an educator in the United States. He describes his current role, teaching both English and Spanish language arts, and emphasizes the importance of bilingual education. He shares the demographics and linguistic challenges of his students, many of whom are newcomers to the country, some of whom come from economically disadvantaged backgrounds or speak different dialects. Arturo discusses effective strategies like bilingual pairing, feedback for learning, and the impact of Science of Reading practices in his classroom. He also highlights the necessity of creating a positive classroom culture and building students’ confidence. Arturo’s story is a testament to the transformative power of education and the significant difference a dedicated teacher can make in the lives of students. Show notes: @arturosaenzelviajerohttps://arturosaenz.hearnow.com/Quotes: “I realized that I truly have a calling of being with kids, and the biggest thing to me is the intrinsic reward that you receive, especially working with economically disadvantaged communities.” —Arturo Valadez Sáenz “It’s all about confidence, building the student’s confidence. It’s a huge component of preparing students to be successful.” —Arturo Valadez Sáenz “It’s not about the teacher. When planning, my biggest suggestion is do not plan for your own actions. Plan for what the students are going to be doing in every single portion of the lesson.” —Arturo Valadez Sáenz Episode timestamps* 03:00 Introduction: Who is Arturo Valdez Sáenz? 05:00 Journey to Teaching 09:00 Importance of Bilingual Education 14:00 Strategies for creating positive classroom culture 21:00 Parental Involvement 23:00 Challenges in Bilingual Education and the importance of educator collaboration 27:00 Setting High Expectations for Every Child 28:00 The Power of Immediate Feedback 33:00 Building student confidence and classroom collaboration 34:00 Effective Grouping Strategies in Bilingual Classrooms 37:00 Engaging Students Across Different Grade Levels 40:00 Implementing Science of Reading Practices 45:00 Celebrating Student Growth and Success 48:00 Final Thoughts and Encouragement for Educators *Timestamps are approximate, rounded to nearest minute

Listen to this trailer for our new podcast, Beyond My Years, launching August 14th. Every day headlines tout something “new” in education—the latest research, the hottest tech, the trendiest new hacks for organizing your classroom. However, beyond all the hype there’s one underestimated resource that’s truly deserving of our attention: educators who’ve been doing this for years. In this trailer, you’ll hear from host and educator Ana Torres as she explains her season-long journey of learning from the experiences and lessons of seasoned educators from around the world. Their stories will make you laugh, make you cry, and—just maybe—change the way you think. Subscribe now so you don’t miss a thing. (Not an Apple user? Subscribe here via Buzzsprout.)

This episode features an in-depth conversation with Genie Baca, a 33-year education veteran who has spent the last 18 years as a principal in Texas. Baca discusses her career progression from a balanced literacy classroom teacher to various educational roles along her journey to the Science of Reading—and how it all led her to a unique school predominantly serving refugee students. This school, where 39 languages are spoken by the diverse student body, faces different challenges (and opportunities) than most schools. Baca shares some of the transformative strategies implemented under her leadership, particularly focusing on the Science of Reading and high-quality instructional materials. These strategies have significantly improved literacy and engagement, with a systematic approach adjusted for Tier 1 instruction to benefit all students, including monolingual and multilingual learners. Baca’s story showcases the positive influence strong leadership, a dedicated staff, and research-based educational methodologies can have when creating an inclusive, successful learning environment for a diverse student population. Quotes: "I couldn't just lead my campus into the Science of Reading if I didn't open myself up to [the possibility that] maybe I was wrong. It wasn't easy, but it really took me looking at student work to prove that what I had been doing all these years wasn't working." —Genie Baca "It's serving every child we have in the seat, whether they're monolingual or they speak two or three languages. What works is a systematic approach to learning how to read." —Genie Baca "Now that we know better, and we know more about the research and how speaking and reading go together, we're just getting smarter. We're learning more about how reading works, how the brain works, how kids acquire knowledge, and we just have to be smarter with how we do things." —Genie Baca Episode timestamps* 02:00: Introduction: Who is Genie Baca? 03:00: Genie Baca’s journey in education and unique school 10:00: School changes over 14 years 13:00: Change management: Teacher reactions & professional development 15:00: The shift to Science of Reading 27:00: Science of Reading for multilingual learners 33:00: The importance of oral language and leveraging it in the classroom 35:00: Involving parents and caregivers in the learning process 40:00: Reflecting on lessons learned and future directions *Timestamps are approximate, rounded to nearest minute

In this episode, Diane August, Ph.D. shares her journey and expertise supporting multilingual learners, focusing on her transition from a Spanish language teacher to a widely recognized expert in literacy and language acquisition for multilingual students. August recounts her initial teaching experiences, her realization of the need for better support for language development, and her subsequent pursuit of a Ph.D. and further research efforts to deepen her understanding of second language acquisition and content integrated language teaching. August emphasizes the foundational importance of supporting multilingual learners through asset-based approaches, bilingual programming, and research-based instructional strategies, advocating for educational policies and practices that recognize and leverage the linguistic and cultural assets of multilingual learners from the very early grades all the way through the later grades. Show notes: AIR Project Word Analyzer Vocabulary ToolWordsmyth.net Educational Dictionary ResourceDeveloping Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and YouthPromoting the Educational Success of Children and Youth Learning English: Promising FuturesQuotes: “We found there is no indication that bilingual instruction impeded academic achievement, either in the native language or in English. What we observed on average, [was] that kids that were in bilingual programs did a lot better in literacy.” —Diane August, Ph.D. “There's some sounds in English that aren't present in a first language. Or there are orthography letters that sound different in one language versus the other. So you just have to realize you have to take into consideration the kid's language background when you're teaching foundational skills.” —Diane August, Ph.D “We develop kids' oral language when they're older in conjunction with teaching them to read and teaching them content area knowledge. You can't not do that from the beginning, you have to support kids in foundational reading skills.” —Diane August, Ph.D. “Second language learners also come with a lot of knowledge in their first language, which is really important to consider. It's not like they don't have background knowledge.” —Diane August, Ph.D. Episode timestamps* 1:00: Introduction: Who is Diane August? 6:00: National literacy panel on language minority children and youth 13:00: Importance of longitudinal research 15:00: Exploring different models for supporting biliteracy development 20:00: The Importance of Oral Language 27:00: Intersection of research on learning on how to read for native english speakers and learning how to read for multilingual learners 30:00: Insights from the 2017 Report on Multilingual Learners 33:00: Understanding the Diversity of Multilingual Learners 36:00: Effective Strategies for Supporting Older Multilingual Learners 47:00: Importance of syntax 52:00: Concluding Thoughts on Supporting Multilingual Learners *Timestamps are approximate, rounded to nearest minute

As we continue our miniseries on English learners and multilingual learners Francisco Usero-González, Ph.D. (Paco, as I call him), a renowned expert in bilingual education and dyslexia intervention, joins Susan Lambert to discuss diagnosing dyslexia in multilingual learners and the intersectional understanding it requires. To accurately approach observation and assessment, educators need all the different parts of their own identity to create a complete picture. Usero-González discusses how moving from Spain to the United States led him to champion professional development that teaches educators to have a linguistic, cognitive, and cultural understanding of students. Together, Susan and Usero-González also touch on the ways in which symptoms of dyslexia and the natural process of language acquisition can be confused, how to diagnose dyslexia in multilingual learners, what dyslexia looks like across languages, and how translanguaging is especially helpful for multilingual learners with dyslexia. Show Notes: TEDxSHSU Bilingual Learners, Dyslexia, and Inclusive Education Translanguaging by Ofelia García and Sara Vogel Quotes: “We need to promote collaboration, because we need to talk to the different teachers that the student has in order to see if it is indeed a second language acquisition issue or it belongs to the patterns, the symptoms, that a student with dyslexia might have.” — Francisco Usero-González “It is very important for us to have this communication with parents and teachers and have them as our best allies. They are going to give us a lot of information that we maybe cannot track during our classroom time.” — Francisco Usero-González “Dyslexia is something beyond a language. It is something that our students bring with themselves. We need to give them all the tools and resources in order to help them overcome those symptoms.” — Francisco Usero-González Episode timestamps* 2:00 Introduction: Who is Francisco Usero-González? 08:00 Going from Spain to the US 09:00 Dyslexia and multilingual learners, why this is an important topic 10:00 Holistic professional development: Linguistic, cognitive, and cultural understanding of students 18:00 Intersection of dyslexia and language acquisition 27:00 Diagnosing dyslexia in multilingual learners 33:00 Symptoms of dyslexia: Spanish vs English 40:00 Dyslexia across languages 48:00 Translanguaging 54:00 Final thoughts: Being a human being *Timestamps are approximate, rounded to nearest minute

Professor Emeritus Jim Cummins, Ph.D., joins Susan Lambert from the University of Toronto’s Ontario Institute for Studies in Education for an engaging conversation that explores the dynamics of language development and bilingual education, as well as the importance of a supportive learning environment for multilingual/English learners. Cummins shares stories from his extensive experience and research in the field, highlighting the cognitive benefits of bilingualism, the importance of literacy engagement, and the role of translanguaging in educational settings. He also illuminates the challenges and opportunities in fostering multilingual capabilities and underscores the value of embracing students' linguistic diversity in schools. Show notes: Language is always an asset, Translanguaging in Bilingual Education Language Friendly SchoolQuotes: “Virtually all the research highlights the importance of being in a communicative, interactive context if you want to pick up a language." —Jim Cummins, Ph.D. “There are differences between the linguistic demands of schooling and the kind of language that we use in everyday conversational context outside of school." —Jim Cummins, Ph.D. “All of these processes are amplified when there's a community of peers or people that we can discuss these ideas with, we can get feedback, we can explore ideas collectively." —Jim Cummins, Ph.D. Episode timestamps* 02:00 Introduction: Who is Jim Cummins 03:00 Personal Language Journey 10:00 Global Perspectives on Language Education 18:00 Conversion to academic language spectrum 20:00 The process of learning a second language 25:00 Language awareness 37:00 Translanguaging and Language Policy 43:00 Benefits of being multilingual and fostering a supportive environment 49:00 Joint statement *Timestamps are approximate, rounded to nearest minute

To kick off our miniseries focused on how the Science of Reading serves multilingual/English learners (ML/ELs), Amplify Vice President of Biliteracy Kajal Patel Below joins Susan Lambert for a retrospective discussion of the history of literacy education through a biliteracy lens. Together, they discuss the significance of a recent joint statement put out by The Reading League and the National Committee for Effective Literacy. Below sheds light on why this statement is so monumental, and what it means for serving ML/ELs going forward. Show notes: Joint Statement from The Reading League (TRL) and the National Committee for Effective Literacy (NCEL)2006 Report: Developing Literacy in Second-Language LearnersQuotes: “It must be acknowledged that there is more scientific research, or there has been more scientific research, conducted with monolingual English-speaking children, and that additional research related to teaching literacy development for English learners and emergent bilinguals is needed to advance our understanding of their literacy development.” —Kajal Patel Below “We have an underserved area that's experiencing a massive growth in student population. And so it's really important to then focus on it. Schools are adjusting, they're quick, they're doing the best they can, but we need to be having these conversations around research [and] best practices so that we can set schools up for success and students up for success." —Kajal Patel Below “I just think we have an exciting future in this country. I was in a classroom last week—I saw some of their writing. I saw them speaking, heard them speaking in two languages fluently, easily, excitedly. I just got very excited. These kids are going to be our doctors and our teachers and our engineers and they’re bilingual or multilingual.” —Kajal Patel Below “Their language is an asset, whatever language it is and however much it is.” —Kajal Patel Below Episode timestamps* 5:00 Introduction: Who is Kajal Patel Below? 7:00 Terminology: Bilingual vs biliterate; Multilingual/English learners 10:00 History in the US of multilingual learners being underserved 11:00 Multilingualism as an asset 12:00 Importance of messaging 17:00 Advocates for multilingual learners and the science of reading 21:00 Concerns regarding the science of reading movement 25:00 Screening and assessment 31:00 Teacher support and need for better materials 34:00 What is the joint statement? 43:00 Hopes for the future 46:00 Why is this conversation important? *Timestamps are approximate, rounded to nearest minute

Science of Reading: The Podcast is launching a special miniseries dedicated to multilingual/English learners (ML/ELs)! Host Susan Lambert will chat with leading researchers and practitioners about how the Science of Reading supports ML/ELs and why this is so important. Through exploration of the key research and enlightening discussions, Susan and guests will discuss the optimal use of the Science of Reading to enhance students’ classroom experiences and overall learning journeys. Listen to this trailer for a sneak peek and be sure to subscribe now so you don’t miss this exclusive miniseries—the first episode is out April 30!

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

Join Susan B. Neuman, professor of early childhood and literacy education at the Steinhardt School at New York University, in our Deconstructing the Rope series. She explains the important link between background knowledge and reading comprehension in the Science of Reading, and shares her five research-based principles to build knowledge networks in literacy instruction. She also highlights the connection between speech and reading, and previews her upcoming studies on the role of cross-media connections in children’s learning. Show notes: Changing the Odds for Children at RiskDeveloping Low-Income Children's Vocabulary and Content Knowledge through a Shared Book Reading ProgramThe Information Book Flood: Is Additional Exposure Enough to Support Early Literacy Development?Quotes: “What you’re helping children do is create a mosaic, putting all those ideas together in a knowledge network. If you don’t do it explicitly, many children cannot do it on their own.” —Susan B. Neuman “We’ve got to start early. We’ve got to start immediately, and know that children are eager to learn and use the content to engage them.” —Susan B. Neuman

Catherine Snow, Ph.D., Professor of Cognition and Education at the Harvard Graduate School of Education, joins Susan Lambert on this episode to reflect on the state of language and literacy instruction in the U.S. They begin their conversation by discussing linguistics in young children and the relationship between language and literacy, before diving into Dr. Snow’s biggest takeaways from her work on the National Research Council report, “Preventing Reading Difficulties in Young Children." Susan and Dr. Snow talk about building vocabulary, growing student curiosity in reading, and exposing students to academic language. Dr. Snow talks about the specific tools educators should be given for meaningful help in the classroom, shares her hopes—and fears—for the future of reading instruction in this country, and explains why she encourages teachers to let their classrooms be noisier. Show notes: National Research Council Report: Preventing Reading Difficulties in Young ChildrenReading for Understanding: Toward an R&D Program in Reading ComprehensionQuotes: “Part of preventing reading difficulties means focusing on programs to ensure that all children have access to books from birth and that they have access to adults who will read those books with them and discuss them.” —Catherine Snow, Ph.D. “I see academic language and exposure to academic language as an expansion of children's language skills that both contributes to successful literacy—successful reading comprehension—and gets built through encounters with texts, but also encounters with oral activities.” —Catherine Snow, Ph.D. “Let your classroom be noisier. Let the kids be more engaged and more socially engaged, because that is actually a contribution to their language development and to their motivation to keep working.” —Catherine Snow, Ph.D. Episode timestamps* 2:00 Introduction: Who is Catherine Snow? 3:00 Linguistics in young children 6:00 What is language? 8:00 Language and its impact on literacy 14:00 National Research Council Report: Preventing Reading Difficulties in Young Children 22:00 Building vocabulary and a love for reading 26:00 Academic language 28:00 “Science of Reading” movement and the reading wars 33:00 Scientific research in the hands of educators in the field 36:00 Tools teachers need in their toolbox 38:00 Hopes and fears for the future of the “Science of Reading movement” 41:00 Final advice *Timestamps are approximate, rounded to nearest minute

Greg Ashman—author of multiple books including A Little Guide for Teachers: Cognitive Load Theory, deputy principal, and professor—sits down with Susan Lambert on this episode to discuss cognitive load theory and how it applies to how students learn and how to best teach them. Together their conversation covers cognitive load theory, including an exploration of working memory and long-term memory; intrinsic load and extraneous load; biologically primary vs. biologically secondary knowledge; and how to apply these concepts in the classroom. Ashman also provides listeners with helpful advice on ensuring their teaching practices are based on evidence. Show notes: A Little Guide for Teachers: Cognitive Load TheoryGreg Ahsman’s “Quick Insight Series” Greg Ashman’s Substack “Filling The Pail” Barak Rosenshine’s “Principles of Instruction” Quotes: “I now know I shouldn't have felt guilty, but I also know that I could have taught that from the outset in a much more structured way where the students would have left understanding the concepts better without wasting time.” —Greg Ashman “This idea that kids don't need to know anything anymore, they just need to practice skills is really quite a pernicious and damaging idea.” —Greg Ashman “Think about the teaching methods that you're being presented with. Ask about the evidence and question whether this is really the optimal way of teaching literacy or whatever it is, or whether it's more based on wishful thinking.” —Greg Ashman Episode timestamps* 2:00 Introduction: Who is Dr. Gregg Ashman 5:00 Feeling guilty about the way you had been teaching 7:00 Book talk: A Little Guide for Teachers on Cognitive Load Theory 8:00 Defining cognition 11:00 Working memory and long-term memory 13:00 Retrieval of long-term memory 15:00 What is cognitive load? 19:00 Working memory holds 4 items: What is an item? 24:00 Automaticity 26:00 Biologically primary vs biologically secondary knowledge 31:00 Mythbusting: “Long-term memory is like a computer system” 34:00 How can educators use cognitive load theory? 38:00 Explicit teaching 42:00 Productive struggle and productive failure 49:00 Final advice *Timestamps are approximate, rounded to nearest minute

Dr. Sharon Vaughn, award-winning researcher and multi-published author, who has advised on literacy across 30 states and 10 different countries, joins Susan Lambert on this episode. She digs into how we can build reading comprehension rather than teach it, and what it means for comprehension to be a learning outcome rather than a skill. She and Susan touch on how to ask the right comprehension questions, how to ensure coherency in teaching background knowledge, and where it's easy to go wrong—with knowledge building and with the Science of Reading as a whole. Listeners will walk away with a deeper understanding of which skills lead to comprehension and how to avoid strategy overload. Show notes: Providing Reading Interventions for Students in Grades 4—9Quotes: “Comprehension is an outcome, and it's based on being able to read words accurately, know what they mean, have adequate background knowledge, and also being able to make inferences.” —Sharon Vaughn, Ph.D. “I've seen things go awry. Good things get interpreted incorrectly. The Science of Reading has that potential … where people could take that and sort of start creating their own meaning about what it means and start downloading that in districts and schools in ways that are counterproductive.” —Sharon Vaughn, Ph.D. “If you look at the early studies from the late ‘80s and early ‘90s, they really were the building blocks for phonemic awareness and phonics and the way in which we have identified the foundation skills as being essential. We act like the Science of Reading is something new, and we've been building this for decades.” —Sharon Vaughn, Ph.D. Episode timestamps* 02:00: What Works Clearinghouse Practice Guide 04:00: Reading Comprehension: What it is and what it isn’t 09:00: How could we mess up background knowledge? 13:00: The relationship between vocabulary and knowledge building 21:00: Word knowledge and world knowledge, especially in the upper grades 24:00: Strategy of asking and answering questions 26:00: Text matters 27:00: Integrating stretch text 31:00: Collaborative strategic reading 39:00: Project PACT *Timestamps are approximate, rounded to nearest minute

Dr. HyeJin Hwang is an assistant professor and literacy researcher whose research interests revolve around reading comprehension and content learning in K–12 settings, particularly for multilingual students. In this week’s episode of the podcast, HyeJin Hwang talks with Susan Lambert about background knowledge (what it is, how it’s built, and more), the importance of broad knowledge, the connections between knowledge and vocabulary, and unit planning rather than lesson planning. English wasn’t Dr. Hwang’s own first language, and her research on supporting multi-language learners is informed by her own experiences learning English and later teaching English as a second language. Whether you’re just starting to establish a solid foundation on knowledge building or you’re looking to explore the topic from new angles, this episode is the one to listen to. Show Notes: Effects of integrated literacy and content-area instruction on vocabulary and comprehension in the elementary yearsWhat research says about leveraging the literacy block for learningMaking the most of read-alouds to support primary-grade students’ inference-makingA longitudinal investigation of directional relations between domain knowledge and reading in the elementary yearsThe multidimensional knowledge in text comprehension framework,” S8E1, with Reid Smith and Pamela SnowS8E2, with Molly Ness Quotes: “Knowledge building cannot wait… Start from the beginning of schooling, from early grades. Multilingual students and monolingual students, they both need support developing knowledge and literacy skills.” —HyeJin Hwang “In knowledge building, we usually like to go for cultivating in-depth knowledge. That means interconnected ideas need to be told throughout multiple lessons, multiple classes, rather than planning individual separate lessons.” —HyeJin Hwang “When readers have good broad knowledge, prior knowledge, then it is more likely the readers can recall text information ideas, and they can make better inferences about missing ideas in text.” —HyeJin Hwang Episode Content Timestamps* 2:00: Introduction: Who is Dr. HyeJin Hwang? 6:00: Comprehension models 8:00: What is background knowledge? 10:00: Activating and integrating background knowledge 15:00: Mitigating background knowledge issues 21:00: Strategy instruction 22:00: What should knowledge building instruction look like for students? 27:00: Advice for elementary school teachers to change their instruction 32:00: Broad knowledge and why it matters 38:00: Content knowledge and multilingual learners 44:00: Final thoughts and advice *Timestamps are approximate, rounded to nearest minute

A name known throughout the literacy world, Maryanne Wolf, Ed.D., directs UCLA’s Center for Dyslexia, Diverse Learners, and Social Justice. She’s published over 170 scientific articles and four books focusing on the science of the reading brain. In her conversation with Susan in this episode, she discusses the reading brain in a digital context and delves into some of the tensions of the present moment in literacy instruction: the Science of Reading beyond just phonics, the plea to preserve deep reading, and literacy and screens. She also talks about the topics she’s most focused on and the ones she feels are most pressing in general when it comes to research on the brain and literacy. And she ends with an impassioned message to teachers, expressing her deep respect and gratitude. Show notes: Proust and the Squid: The Story and Science of the Reading BrainTales of Literacy for the 21st Century: The Literary AgendaReader, Come Home: The Reading Brain in a Digital World Maryanne Wolf on The Ezra Klein Quotes: “What I would say to any teacher of balanced literacy: Let us bring our best selves and expand our knowledge. We both have things we can learn from each other. ” —Maryanne Wolf, Ed.D. “Pass on why you learned to be a teacher. Pass it on to your students. Let’s make that next generation of teachers truly excited about what we can do to release the potential of every child.” —Maryanne Wolf, Ed.D. Episode Content Timestamps* 2:00: Introduction: Who is Maryanne Wolf? 7:00: Cognitive neuroscience and how it relates to early childhood literacy 14:00: Elements kids aged 0-5 need to develop before build the reading circuits in the brain 21:00: Maryanne’s first book, Proust and the Squid 27:00: Maryanne’s third book, Reader Come Home 31:00: The reading brain in the digital age: What screens do to the reading brain 43:00: Maryanne Wolf and the Science of Reading movement 48:00: Discussing presentation with the Teachers College 55:00: Most important topics in the evolving world of reading research 58:00: Maryanne’s message to teachers of deep gratitude and respect *Timestamps are approximate, rounded to nearest minute

As a writer of several books for teachers and parents, former kindergarten teacher, and current associate professor of language and literacy in the Department of Teacher Education at Michigan State University, Tanya S. Wright, Ph.D., has maintained focus on a singular question: How can we most effectively work with students in the early education setting? In answering that question, Wright has researched and written on two interesting areas: vocabulary development, and best practices for literacy development in young children. Listeners will come away from this conversation with some great tips and strategies for developing vocabulary, working effectively with younger students, and integrating writing and vocabulary. Show notes: “A Teacher's Guide to Vocabulary Development Across the Day: The Classroom Essentials SeriesLiteracy Learning for Infants, Toddlers, and Preschoolers: Key Practices for EducatorsFollow Tanya S. Wright on XQuotes: "We need kids to be able to sound out the words, but we also need them to know what they mean. Otherwise, the text won't make sense. So we really need to be working on both of these at the same time." —Tanya S. Wright "Really value what kids bring to the classroom, even if it's not perfect yet, or if it's not exactly what adults would say." —Tanya S. Wright "It's really important that we're thinking about purposeful, planned, and intentional vocabulary supports to make sure that everybody is included in the learning and can participate in the classroom." —Tanya S. Wright "Realistically, kids love to learn big words. They make use of them. They don't really differentiate it. So that's an adult imposition, right? Which ones are the big ones or which ones are the hard ones? If we use them with kids, they will use them too. And enjoy it." —Tanya S. Wright Episode content timestamps*: 2:00: Introduction: Who is Tanya Wright? 4:00: Journey to studying vocabulary: What is the importance? 6:00: What does it mean to know a word? 11:00: How do knowledge and vocabulary connect and why can't they be divorced? 17:00: Tips for being planned and purposeful with vocabulary instruction 22:00: Integrating vocabulary across content areas 27:00: What would you say to someone who says a word is "too hard" for a kid? 33:00: How has your thinking changed about the approach to vocabulary from when you started your research? 37:00: Final advice for educators *Timestamps are approximate, rounded to the nearest minute.

Returning guest and recent doctoral degree recipient Dr. Jasmine Rogers rejoins the podcast to discuss findings from her research on Black language and teacher perceptions of Black language. Dr. Rogers shares strategies for how educators can better serve students by allowing them to be more themselves in the classroom. She also shares specific teacher approaches she's observed that listeners can apply in their own classrooms. Lastly Dr. Rogers inspires listeners with emotional stories—including her own—about educators learning and growing, and posits that starting with introspection can often have the greatest impact on the classroom. Show notes: Jasmine’s first appearance on Science of Reading: The PodcastThe Importance of Phonemic Awareness Instruction for African American StudentsDifference or Deficit in Speakers of African American English?Phonemic Inventories and Cultural and Linguistic Information Across LanguagesQuotes: "You address people as human beings because they're human and that's the right thing to do." —Dr. Jasmine Rogers "The history of our country, the history of who we are as individuals in our families, absolutely impacts who we are as teachers and how we show up in the classroom." —Dr. Jasmine Rogers "A lot of change is just being open to feedback, being curious, and ensuring that whatever you are doing, you are not causing harm to students." —Dr. Jasmine Rogers "If I was able to make a change, you 110 percent can make a change. And a lot of that is just being open to feedback, being curious, and ensuring that whatever you are doing, you are not causing harm to students." —Dr. Jasmine Rogers Episode Content Timestamps* 2:00: Recap of the last episode with Dr. Jasmine Rogers 4:00: How teachers respond when students use Black language in their lessons and how that impacts student behavior 11:00: Observation on teacher moves in the classroom, pre and post professional development 23:00: Tips for educators wanting to be more affirming in the classroom 26:00: Resources for learning the phonological features of different languages & the importance of relationship building and knowing your students 31:00: How we teach irregularly spelled words & syllable stresses 35:00: Emotional stories from educators & final encouragement from Dr. Jasmine Rogers *Timestamps are approximate, rounded to nearest minute

This episode’s guest is Margaret McKeown, Ph.D., a retired professor from the University of Pittsburgh, decades-long researcher, and former elementary school teacher. In it, Margaret and Susan address why vocabulary is so important, particularly for knowledge building; talk about the various elements of effective vocabulary instruction; discuss the key role of informal instruction in vocabulary building; and share best practices for assessing vocabulary. Listeners will come away from this episode with a deeper understanding of the how and why of vocabulary instruction, as well as tips for bolstering vocabulary instruction in their own communities. Show notes: Margaret on XSeason 8 Episode 3Bringing Words to Life: Robust Vocabulary InstructionCreating Robust VocabularyVocabulary Assessment to Support InstructionEtymonline.comQuotes: “Good instruction needs to be interactive. We're using words. Vocabulary pervades the day.” —Margaret McKeown “Relax, because you're never going to be able to teach kids all the words that they really need to know, so just drop that.” —Margaret McKeown “There is no perfect set of words, so don't worry about which words you're using, just sort of tune your mind to the kinds of words that turn up in texts a lot, ones that go across texts, not so much ones that are just, domain specific, but what words am I going to read in a novel, a social studies text, a newspaper article? Those are the kinds of words.” —Margaret McKeown “If you do one thing, set up an attitude about words, this idea of reveling in words, and then just drop them in.” —Margaret McKeown

On this wide ranging episode, Susan finally gets the chance to speak with famed education thinker and author John Hattie, Ph.D. Hattie has authored dozens and dozens of books. He’s best known for his book, Visible Learning, which now has a sequel. In this episode, he discusses his career and shares with Susan some of the biggest takeaways from his work. He also explains what meta-analysis is and discusses some of the biggest takeaways from meta-analysis in the education field. They both also delve into the importance of successful implementation. And, finally, Hattie shares his thoughts on AI and the future of education. This episode offers many practical tips for educators to realign with their mission and dig into why they do what they do and how to best make an impact. Show notes: Visible Learning: The Sequel Visible Learning and the Science of How We LearnMaking Room for Impact The Future of AI in Education: 13 Things We Can Do to Minimize the DamageQuotes: “Your job is not to get through the curriculum, your job is not to get kids engaged in authentic, real-world, exciting tasks. Your job is to have an impact across those many notions.” —John Hattie, Ph.D. “We're very good at finding problems and fixing them but we're not as good—we're not having the courage—to study expertise and scale it up. And that's my mission. Scale up the expertise we have.” —John Hattie, Ph.D. “I'm an evidence-based person. Sometimes I don't like the results, but that doesn't mean you get to deny it. Some people want to deny it. Some people want to get angry with it. And sometimes evidence does get in the way of a good opinion.” —John Hattie, Ph.D.