In this episode, we join Susan Lambert as she talks to Ricky Robertson about building systems of support for students impacted by Adverse Childhood Experiences (ACEs) and the educators who work with them. Ricky is an educator, author, and consultant who has worked with alternative and traditional schools. The episode focuses first on how teachers can prioritize their own self-care and why it is essential in order to care for students. Ricky then goes into explaining what ACEs are and the ways that fight, flight, freeze, and fawn responses can manifest in the classroom. Lastly, they go into explaining resilience and how routine and relationships help build a foundation for resilience—ending on a note of encouragement to educators that their investment is never wasted.

Quote:
"Books have been some of my most meaningful companions … there’s a form of attachment that can occur between a reader and a story or a book that can actually be a safe space of refuge." — Ricky Robertson

Show Notes:

Teach for Trust - Ricky Robertson

Building Resilience in Students Impacted by Adverse Childhood Experiences by Ricky Robertson, Victoria E. Romero, and Amber Warner

Ricky Robertson: Adverse Childhood Experiences Webinar [Video/Webinar]

Adverse Childhood Experiences: Trauma-Informed Strategies for Teacher and Student Well-Being [Video/Webinar]

In this episode, we join Susan Lambert as she rewinds the tape and highlights some of the standout learning moments that have occurred throughout this season of the podcast. Guests like Sue Pimentel, Julie Washington, Nadine Gaab, and more have all taught us invaluable lessons about the Science of Reading. You’ll hear top takeaways from each of their episodes as they cover topics such as literacy accelerators, learning to read digitally versus in print, teaching reading to multi-language learners, dialectical variety, and so much more.

Quotes:

"My gratitude extends to these amazing guests who are helping us become more informed about the complexities and realities of learning to read."

Show notes:

Podcast Episode 5: Sue Pimentel

Reading as Liberation—An Examination of the Research Base by Sue Pimentel, Meredith Liben, and Student Achievement Partners

Podcast Episode 4: Lauren Trakhman & Patricia Alexander (UMD)

Podcast Episode 7: Julie Washington

Podcast Episode 8: Elsa Cárdenas-Hagan

Podcast Episode 9: Nadine Gaab

In this episode, Susan Lambert joins Dr. Nadine Gaab to discuss dyslexia and the developmental progression of the brain and behavior of students as they learn to read. Dr. Gaab, an Associate Professor of Education at the Harvard Graduate School of Education, focuses on both typical and atypical learning trajectories from infancy to adulthood, with a special emphasis on language and reading development and the role of the environment in shaping these trajectories. In this episode, Dr. Gaab provides further insight into these developmental trajectories as they relate to early intervention for at-risk students. She differentiates between early diagnosis of dyslexia versus early identification of at-risk students. Adding nuance and complexity to the discussion of dyslexia, Dr. Gaab emphasizes the ways educators can ensure that all students experience the joy of learning to read.

Quote:
“We want to make sure that we find everyone who is struggling with learning to read and make sure that everyone gets to experience the joy of learning to read.“ —Dr. Nadine Gaab

Show Notes:

Gaab Lab website 

Gaab Lab - myths about dyslexia , by Nadine Gaab 

National Center for Improving Literacy

Video - How the brain learns to read by Nadine Gaab 

Tracing the Roots of Language and Literacy

Reading to Rewire 

In this episode, Susan Lambert is joined by Elsa Cárdenas-Hagan to discuss the unique challenges and opportunities presented when teaching multilingual learners how to read. Dr. Cárdenas-Hagan is a bilingual speech language pathologist and a certified academic language therapist. She is also the director of Valley Speech Language and Learning Center in Brownsville, Texas. She discusses how teachers can make connections between students’ home languages and English in order to celebrate their language and give them new tools to better understand English. She stresses the importance of teachers educating themselves on their students’ home languages so they can spot orthographic and phonological similarities and differences. Lastly, she highlights the importance of educators collaborating for the success of the students.

Quotes: 

“The more we’re able to read, the more we’re able to learn.“—Dr. Elsa Cárdenas-Hagan 

“Sometimes as teachers, we feel so overwhelmed with, “Oh, I don't know that language. How in the world am I going to introduce a whole new thing?” Instead we should be starting to understand connections.”—Dr. Elsa Cárdenas-Hagan 

Show Notes:

Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction by Elsa Cárdenas-Hagan

Presentation: Making Connections for Structured Literacy Instruction Among English Learners

Reading SOS Special Video Series: Expert Answers to Family Questions About Reading

Online book study of Literacy Foundations for English Learners By Dr. Elsa Cárdenas-Hagan

Mylanguages.org

In this episode, Susan Lambert is joined by Dr. Julie Washington to discuss linguistic variety and dialects as difference, not error, and how to best support all students as they learn to read. Dr. Washington, professor in the School of Education at the University of California, Irvine (UCI) and a speech-language pathologist, offers practical advice for educators teaching reading to children who don’t use general American English and discusses how to do so in a way that respects students' community languages and dialects. She reminds educators that students rise or fall to the expectations set for them, and encourages educators to remember that if they embrace language variety as something that needs to be understood and incorporated into developing successful readers, they will develop successful readers.

Quotes:
“Teachers need to know about the language variety that their students are speaking.” —Dr. Julie Washington

“Educating yourself as a teacher and recognizing where there is variety and difference and not error is critical for how you'll respond to it.” —Dr. Julie Washington

Show Notes:

Teaching Reading to African American Children by Julie A. Washington and Mark S. Seidenberg

Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy Muhammad

In this episode, Susan Lambert joins elementary educator Lindsay Kemeny for a conversation about her journey of discovery with the Science of Reading. A current second grade teacher with ten years of experience in elementary education, Lindsay Kemeny has been published in the Reading League Journal and spoken alongside literacy experts like Emily Hanford. In this episode, Lindsay discusses how she processed her shock and guilt at realizing she’d never been taught how to properly teach reading. She also discusses the journey she took as a mother and an educator when her son was diagnosed with severe dyslexia alongside depression, and how that inspired her to dive into what is needed for good literacy instruction and what students with learning disabilities need. Listeners will also hear stories from additional educators from across the country about how the Science of Reading has transformed their classrooms.

Show Notes:

The Learning Spark blog

Sink or Swim: The Appearance of Reading by Lindsay Kemeny

Quotes:

“The ability to read is so tightly connected to our self-esteem.” —Lindsay Kemeny 

“I love the phrase we have in the Science of Reading community: Know better, do better.” —Lindsay Kemeny


Content Warning:

CW // depression, suicide

This episode includes discussion of depression and suicidal thoughts, specifically as it impacts students with learning disabilities. This is a very sensitive but important topic that impacts educators, parents, and students alike. It is also a pivotal part of today’s guest’s story. We understand that not everyone is in a place to listen to today’s episode and we look forward to having you with us next week. 

If you or a loved one is struggling with depression or suicidal thoughts please call the national suicide prevention hotline at 1-800-273-8255. For additional resources, please visit: https://suicidepreventionlifeline.org/

In this episode, Sue Pimentel—co-founder of the nonprofit StandardWorks, founding partner of Student Achievement Partners, and lead author of the Common Core State Standards for ELA—joins Susan Lambert to discuss her new report "Reading as Liberation—An Examination of the Research Base." Sharing key insights, she expands on her findings about personalization, literacy accelerators, and implementation, as well as how mutual respect between student and teacher is key to reading success.

Quote:
“Reading is power. In our society, in our culture, it is about power and freedom when you learn how to read.” - Sue Pimentel

Resources:
Reading as Liberation—An Examination of the Research Base by Sue Pimentel, Meredith Liben, and Student Achievement Partners

Announcements:
Looking to adopt the Science of Reading in your classroom or district? We have all the tools to help you make the shift at scienceofreading.amplify.com

Announcing the inaugural Science of Reading Star Awards! Nominate a Science of Reading champion in your district for a chance to win $500. https://amplify.com/sor-star-awards/

In this episode, Susan Lambert sits down with Lauren Trakhman and Patricia Alexander, professors from the Department of Human Development and Quantitative Methodology within the College of Education at the University of Maryland, College Park, to discuss their research on the effectiveness of teaching reading in print vs. digitally. Their conversation explores the ways in which teaching reading in print remains vital even in a digital world. Drs. Trakhman and Alexander also explain why it's important to avoid making assumptions about students' abilities to use technology and how that can be a detriment to reading success. Lastly, they discuss strategies for using technology to boost children's foundational skills.

Quotes:
“Rule one is: no teacher at any level should assume that their students are digital natives.” - Dr. Patricia Alexander

“As we saw in this pandemic, reading digitally is not going anywhere ... and, in fact, is what made learning even a possibility the past year and a half.” - Dr. Lauren Trakhman

Resources:
Lauren Trakhman Bio and research

Patricia A. Alexander Bio and research

Announcements:
Looking to adopt the Science of Reading in your classroom or district? We have all the tools to help you make the shift at scienceofreading.amplify.com

Announcing the inaugural Science of Reading Star Awards! Nominate a Science of Reading champion in your district for a chance to win $500. https://amplify.com/sor-star-awards/

 This episode features Dr. Sheila Clonan discussing her work with identifying learning disabilities (particularly dyslexia) in children. Dr. Clonan also explores the mental and emotional effects of learning to read with dyslexia and how it impacts behavior and self-concept, providing two insightful analogies that illustrate what it feels like for students who aren’t given explicit instruction but are still expected to know how to read. She then ends the episode with practical advice for educators and parents on how to support and encourage children.

Quotes:
“Find your child's interests or your student's interests and strengths and pursue those and give them opportunities to let those feed their soul.”

“I don’t think there’s anyone who goes into teaching, not caring about children and not wanting what’s best for children.”

Show Notes:

Dyslexia by Sally E. Shaywitz

International Dyslexia Association Fact Sheets

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Dr. Tracy Weeden, CEO and President of the Neuhaus Education Center, joins host Susan Lambert to discuss ensuring literacy success for all. She shares what it means to be a literacy ally, what the ‘COVID Chrysalis’ is, and how teachers need to bridge the gap between the language students learn in school and the language they bring from home.

Quote: 

“Quality of life and literacy are intrinsically tied to one another.”

Resources:

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Kicking off our new season, Susan Lambert hosts this special episode with Laura Cusack, Executive Director of K–8 ELA Strategy at Amplify. This dynamic duo sheds light on the pandemic’s effects on literacy achievement and strategizes how to make up for lost foundational skills while keeping students moving forward in grade-level learning. They also urge educators to make it a point to honor the diverse experience of their students during reading instruction.

Quotes:

“It’s all about growing and learning.”

“When we get that diversity of kids in the classroom, we have to honor all of their experiences.”

Resources:

The Reading Comprehension Blueprint by Nancy Hennessy

Speech to Print by Louisa Moats

Amplify Science of Reading Handbook (Primers #1 and #2)

Science of Reading: The Podcast w/ Louisa Moats Episode

Science of Reading: The Podcast w/ Nancy Hennessy Episode

Science of Reading: The Podcast w/ Laurence Holt Episode

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join your host, Susan Lambert, as she recaps Deconstructing the Rope, our series for season 3 of Science of Reading: The Podcast. She highlights the special guests we’ve had this season such as Louisa Moats, Bruce McCandliss, and Sonia Cabell and shares their expert insights on Scarborough’s Reading Rope. From vocabulary to word and sight recognition, tune into this special episode and cement this knowledge in your Science of Reading journey.

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join DeJunne’ Clark Jackson, Vice President of Program Development for the Center for Development and Learning, as she underscores how to overcome barriers in the delivery of accessible instruction to students. She also urges listeners to recognize and confront bias both inside and outside of the classroom in order to foster better experiences for educators and students. Finally, she leaves us with an anecdote on diversity, equity, and inclusion and speaks on the connection between the Science of Reading and dyslexia.

Quotes:

“The intersection of the Science of Reading and dyslexia is that the Science of Reading is the foundation for what dyslexia therapy is built upon.”

“Access is the core and focus of equity. Bias is the major barrier of diversity. Inclusion is the ultimate goal.”

Resources:

Center for Development and Learning

Plain Talk Conference

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Alana Mangham, literacy specialist for the Center for Development and Learning, as she shares her pathway from educator to changemaker in the Science of Reading field. She’ll also highlight her successful four-part literacy plan and urge you to question your instructional practices to better foster reading achievement in children today.

Quotes:

“The power in not being an expert to start out with is that we grow together.”

“We need to give teachers credit, but we need to get to work. We have things to do.

Resources:

Center for Development and Learning

Growing Reading Brains

Plain Talk Conference

Narrowing the Third Grade Reading Gap | EAB

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Kate Cain, professor of language and literacy at Lancaster University, as she unwinds language structures, a strand of Scarborough’s Reading Rope. In the latest episode of our Deconstructing the Rope series, Kate explores language structures in the simple view of reading and explains its connections across reading comprehension in literacy development. She also highlights the reciprocal relationship between books and conversation and underscores the importance of reading aloud to children from a young age to develop their vocabulary and semantics. 

Quotes:

“Simply knowing the individual word meanings and the word order alone is not going to be sufficient to have accurate sentence comprehension.”

“The language of books is different from the language of conversation.”

References:

Professor Kate Cain’s Publications Site

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Nancy Hennessy, past president of the International Dyslexia Association, as she unwinds vocabulary, a strand of Scarborough’s Reading Rope. In the latest episode of our Deconstructing the Rope series, Nancy defines the role of vocabulary and elaborates on the nuanced structures of comprehension in literacy instruction. She also highlights how to explicitly teach vocabulary to students through her research-backed, four-pronged approach. 

 Quotes:

"Every one of the strands of the rope is important. If any strand frays, then reading is in jeopardy. "

"Vocabulary instruction is really getting our students interested in words as the building blocks of our language." 

Resources:

The Reading Comprehension Blueprint: Helping Students Make Meaning from Text by Nancy Hennessy

Daniel Willingham–Science & Education

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Sonia Cabell, assistant professor at the School of Teacher Education at Florida State University, in the latest episode of our Deconstructing the Rope series as she unwinds language comprehension, a strand of Scarborough’s Reading Rope. Sonia explains the true definition of language comprehension in relation to the simple view of reading and highlights the role of parents and educators in the use of advanced language models in literacy development. She also reflects on the impact of the COVID-19 pandemic on teachers and families and discusses how it has highlighted the importance of education today.

Quotes:

“Young children are very smart. They know a great deal more than we give them credit for and they can do a lot more than we understand.”

“Parents are childrens’ first teachers and so, to really embrace parents in childrens’ learning process is really critical.”

Show Notes:

• Florida Center for Reading Research
  
  
• Core Knowledge Language Arts
  
  
• Writing Into Literacy TEDx Talk by Sonia Cabell
  
  
• EdWeek Science of Reading Article by Sonia Cabell
  
  
• Live with the Author interview
  
  
• The Power of Conversations: Building Primary Grade Students’ Vocabulary and Comprehension in a Changing Educational Landscape by Sonia Cabell
  
  
• Twitter: @SoniaCabell

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

In this special episode, Dr. Maria Murray, President and CEO of The Reading League, analyzes the intricacies of literacy instruction and shares common misconceptions that educators have about the science of reading. She explains why The Science of Reading: A Defining Movement coalition was founded: the belief of clear understandings of what the science of reading is and what it is not to promote the proper use of instructional practices aligned with the findings from the science of reading.

Quotes:

“What systems do we need to change and strengthen to ensure that everyone is successful?”

“Nothing creates excitement more than success.”

Resources:

The Science of Reading: A Defining Movement

The Reading League

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Susan Neuman, Professor of Childhood and Literacy Education at the Steinhardt School at New York University, as she unwinds background knowledge, a strand of Scarborough’s Reading Rope. In the sixth episode of our Deconstructing the Rope series, Susan explains the important link between background knowledge and reading comprehension in the science of reading and shares about 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.

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.”

“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.”

Resources:

Book: "Giving Our Children a Fighting Chance" by Susan Neuman. More books in the link.

Article: Developing Low-Income Children's Vocabulary and Content Knowledge through a Shared Book Reading Program by Susan Neuman and Tanya Kaefer

Article: The information book flood: Is additional exposure enough to support early literacy development? by Susan Neuman

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Dr. Bruce McCandliss, Professor at the Graduate School of Education of Stanford University, as he unwinds sight recognition, a strand of Scarborough’s Reading Rope. In the fifth episode of our series, Bruce explains the role of sight and word recognition in the science of reading and highlights the importance of the rapid integration of print, speech, and meaning. He also encourages listeners to be cognizant of the ever-changing, technological learning environment while nurturing young readers and writers.

Quotes:

“You’re continually developing the system of word recognition. It’s not a one-and-done kind of thing. It’s continually being refined; it becomes more and more automatic.“

“Word recognition is the ability to see a written word and then in your mind link it very precisely to how that word is spoken and what that word might mean.”

Resources:

• Word Recognition in Beginning Literacy by Linnea Ehri
• Stanford University Educational Neuroscience Initiative
• Science of Reading: The Podcast, Season 1 Episode 12 with Bruce McCandliss

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join leading experts Natalie Wexler, Ernesto Ortiz, Dr. Carolyn Strom, and Susan Lambert for a podcast on making the shift to the science of reading. In this special episode, they discuss how educators can implement the science of reading through an incremental change on all levels, from a classroom to entire districts. Sharing their research and both professional and personal experiences, the panelists share the leadership knowledge, training, and curriculum advice you’ve been looking for. 

Quotes:

”We need to show how research can translate to practice–making it accessible to teachers and deeply connect it to their local reality.” –Dr. Carolyn Strom, Professor of Early Childhood Literacy and Innovation at NYU

“My advice for building leaders: you have the next bigger impact on students after teachers. It’s never too late to start and it’s okay to not know everything.” –Ernesto Ortiz, Principal at McDonald Elementary School, PA

Show notes:
Plain Talk about Literacy and Learning Conference

Ernesto's blog: Decoding Leadership

Carolyn Strom NYU Bio

Natalie's books:
The Knowledge Gap: The hidden cause of America's broken education system--and how to fix it

The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grade

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Dr. Louisa Moats, President of Moats Associates Consulting, as she unwinds decoding, a strand of Scarborough’s Reading Rope. In the third episode of our Deconstructing the Rope series, Louisa highlights the significance of decoding in the science of reading and discusses the value of becoming students of our own language. She also mentions the reciprocal relationship between decoding and encoding and why both are essential to provide effective phonics instruction to children in the classroom.

Quotes:

“We need to be students of our own language so that when we accept the responsibility of teaching kids how it works, we’re very comfortable.”

“We have much more insight into how kids learn any language-based academic skill, not only from neuroscience but also cognitive, developmental, linguistic, and educational intervention research.”

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Alice Wiggins, Vice President of Instructional Design & Products at UnboundEd, as she unwinds word recognition, a strand of Scarborough’s Reading Rope. In the second episode of our Deconstructing the Rope series, Alice explains the role of word recognition in the science of reading and highlights the importance of explicit phonics instruction. She also urges listeners to advocate for an aligned curriculum to bring forth a systematic and equitable approach to reading for all students.

Quotes:

“By explicitly teaching sound spellings, we’re strengthening students’ abilities to read so they can learn more.”

“For equity’s sake, we want to teach reading in a way that we cast the widest net possible and support the most students possible.”

Resources:

• UnboundEd
• The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads by Daniel Willingham
  Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It by Mark Seidenberg
• International Dyslexia Association
• The Reading League

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Dive into our first episode as Dr. Jane Oakhill, Professor of Experimental Psychology at the University of Sussex, gives a high-level overview of Scarborough’s Reading Rope. She also emphasizes the importance of inferencing in comprehension, why the Simple View of Reading is still relevant almost 40 years later, and how each element of the rope comes together to deconstruct the complexity of reading.

Quotes:

“We’re often quite surprised at what children don’t understand and we make a lot of assumptions about things we find utterly trivial.”

“It’s not just having knowledge that’s important, but also being able to activate that knowledge when appropriate.”

Resources:

Understanding and Teaching Reading Comprehension by Jane Oakhill

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Danielle Damico, Director of Learning Science at Amplify, as she explores the impact of the pandemic on at-risk students and those in need of intervention. She shares the insights drawn from DIBELS 8th Edition and highlights how data is now more important than ever in understanding where students are—whether assessments are administered in person or through a digital platform. Finally, she leaves our listeners with best practices to nurture readers moving forward and ensure growth and success through the end of the year.

Quotes:

“Teachers and students need the right tools to help accelerate student learning and growth–especially in early literacy.”

“We need to lean on the data we can collect and the science of reading.”

Resources:

Instructional Learning Loss Brief

Amplify Literacy Hub

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

One of our most popular guests, Tim Shanahan, returns! In our most recent episode, he reminisces about the creation of the National Reading Panel in 1997 and the release of its subsequent groundbreaking report. He highlights how reading instruction has evolved and discusses how new research seems to be changing the landscape of the “reading wars” he thought were settled long ago.

Quotes:

“We continue to learn, and we continue to refine.”

“When people are trying to tell you how you should teach, I think you need to ask some real basic questions about what evidence supports those recommendations.”

Resources:

• National Reading Panel Report
  
  
• The Review of Educational Research Journal
  
  
• ERIC, Educational Clearinghouse
  
  
• Shanahan on Literacy Blog
  
  
• What Works Clearinghouse

 Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Sonia Cabell, Assistant Professor of Education at Florida State University, as she shares findings from her research trials on content-rich literacy curricula and whether activating students’ background knowledge alongside explicit phonics instruction is more effective than traditional approaches. She also explains what constitutes “compelling evidence” in the science of reading and why students need to interact with both written and spoken language while learning to read.

Quotes:

“The knowledge that you have about a particular subject matters for your reading comprehension.”

“When I think about content-rich English language arts, I think about how we can integrate science and social studies into the language arts in ways that make sense.”

Resources:

• Florida Center for Reading Research
• Core Knowledge Language Arts
• Writing Into Literacy TEDx Talk by Sonia Cabell
• National Reading Panel Report 2000
• EdWeek Science of Reading Article by Sonia Cabell
• Special Issue: The Science of Reading: Supports, Critiques, and Questions
• Live with the Author interview
• The Power of Conversations: Building Primary Grade Students’ Vocabulary and Comprehension in a Changing Educational Landscape by Sonia Cabell
• Twitter: @SoniaCabell

 Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Kelly Moran, Curriculum Supervisor of Chardon Local Schools in Ohio, as she shares her journey of implementing a curriculum based around the science of reading. Hear about the steps her district took to reshape literacy instructional practices and about the challenges they faced along the way. Find out how the fostering of reading achievement in students renders all efforts worthwhile. 

Quotes:

“We’re really taking advantage of every minute of direct, explicit instruction we have with our students.”

“Once we invested the time in professional development and high-quality materials aligned to the science of reading, we could see a difference.”

Resources:

• Why Our Children Can't Read and What We Can Do About It: A Scientific Revolution in Reading by Diane Mcguiness
• Natalie Wexler’s The Knowledge Gap

 Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Margaret Goldberg and Alanna Mednick from the Right to Read Project as they address the science of reading and its translation into easy practice for educators. They break down the Seidenberg and McClelland Four-Part Processing Model and explain how it relates to the simple view of reading. They also reflect on how educators should approach reading as scientists and be ready to teach in a way that may be uncomfortable for a time—the “labor of love” stage of literacy instruction.

Quotes:

“We should anticipate reading difficulties and we should be prepared to be able to address them.” —Margaret Goldberg

“We need to go at the pace of the child and we can’t leave anything up to chance.” —Alanna Mednick

Resources:

• The Seidenberg & McClelland Four-Part Processing Model
• Beginning to Read: Thinking and Learning about Print by Marilyn Adams
• Nancy Young’s Ladder of Reading
• Right to Read Project

  Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Afrika Afeni Mills—diversity, equity, and inclusion director of BetterLesson—as she reflects on race, culture, and identity in education. She’ll shed light on the significance of integrating students' schemas to nurture language comprehension in early literacy, discuss the difference between asset- and deficit-based teaching, and highlight the impact “windows and mirrors” have on students’ classroom experiences.

Quotes:

“A lot of the foundational work starts by making sure that we’re inquisitive about the resources we’re providing students.”

“We don’t spend enough time thinking about students’ families as their first teachers.”

Resources:

• BetterLesson
• Afrika’s Equity Guardian Facebook Page
• TedTalk by Chimamanda Ngozi Adichie: Danger of a Single Story

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

In our first international episode, join The Reading League CEO and President Maria Murray and La Trobe University Professor of Cognitive Psychology Pamela Snow as they reflect on the long history of the science of reading. They’ll explain the true definition of “the science of reading” and explore why this knowledge has not been translated for the practitioners that need it the most—teachers. Our guests will also discuss the pandemic’s silver lining: the opportunity to reflect on instructional practices and how to best support educators and students now, and in the future.

Quotes:

“The science of reading informs approaches in all areas of reading.” —Maria Murray

“We’ve had knowledge for decades that has not been translated for the practitioners that need it the most.” —Pamela Snow

Resources:

• TheReadingLeague.org
• FB Group: The Reading League Teacher Group - The Science of Reading is For YOU!
• Annual Conference: The Science of Reading: Now More Than Ever
• David Kilpatrick’s “Essentials of Assessing and Preventing Reading Difficulties”

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Amplify interns Justin Pita, undergraduate at the University of Pennsylvania, and Tamara Morris, graduate of Stanford University, as they share their reading journeys. They highlight the major disparities and barriers that affected their academic experiences and reflect on how action must be taken by caregivers and educators to ensure that students across the nation have access to equal opportunities for achievement in literacy so that no student gets left behind.

Quotes:
“You don’t have to be great to start. You have to start to be great.” —Tamara Morris

“Students nowadays don’t have the opportunities to hone in on literacy as much as we want them to.” —Justin Pita

Resources:
HighJump Chicago
Kumon

Join our Virtual Literacy Symposium on Thursday, Oct 15!

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Dr. LaTonya Goffney, Superintendent of Schools for Aldine Independent School District in Texas, as she recounts her two-year journey with her team of district educators to adopt a new early literacy curriculum. Hear how they successfully challenged the traditional adoption process, studied the science of teaching reading, analyzed student data and experiences, and developed a district-wide set of beliefs and expectations. 

Quotes:

“If you can read, you can go anywhere. Reading is a gateway to opportunity.”

“As leaders, we have to be prepared to challenge the notion of low expectations."

Resources:

The Knowledge Gap: The hidden cause of America's broken education system--and how to fix it by Natalie Wexler

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join us in reflecting on Season One and preview what’s in store for an exciting Season Two. In this special episode, we visit the highlights of Season One, with key clips from Emily Hanford, Natalie Wexler, Ernesto Ortiz, David and Meredith Liben, and Shawn Joseph, and other moments that inspired us and changed how we think about literacy.

Quotes:

“When our first episode launched last year, we had no idea what it might become, only hope that you would find it helpful to grow your knowledge and impact."

“So much progress has been made in spite of some recent challenges—or maybe because of them.”

Resources:

Virtual Literacy Symposium on Oct. 15, 2020

Learning to Read: Primer Part One

Learning to Read Primer: Part Two

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Dr. Catherine Barnes, CEO of Sudden Impact Solutions and leader of the Black Parents Support Network, as she addresses the shortcomings of the educational system during the pandemic in underserved communities, the need for overcoming parents’ perceptions of judgment by educators, and how educators can foster relationships with parents in order to ensure continuous learning for students during these trying times.

Quotes:

“We are not coming in to judge parents and we are not expecting them to be teachers, but we do value what they bring to the table.”

“We need to make sure that we are addressing students where they are today, socially as well as academically”

Resources:

Black Parent Support Network Facebook group
Co-organizers:
Dr. Diedre Houchen, UF professor
Karla Hutchinson, H.O.M.E Church youth advocate)
Chanae Jackson, parent & parent organizer

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Author and University of Virginia psychology professor Daniel Willingham discusses the “reading wars” (and mischaracterizations among their factions), the importance of understanding basic science to teach reading, and the variations in implementation of the science of reading in literacy instruction across districts.

Quotes:

“Reading is central to (virtually) every educator’s concerns.”

“Everything touches education."

 Resources:

• The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads
• When Can You Trust the Experts?
• Blog: What Will Your Children Tell their Grandchildren About the Pandemic?
• Website: www.danielwillingham.com
• Twitter: @DTWillingham
• Facebook: DTWillingham
• Podcast Discussion Guide

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Doug Lemov, author and managing director of Uncommon Schools, discusses the role of technology in the classroom and remote instruction, how educators should reconsider how they approach literacy, and his experience reconstructing a reading curriculum for this next phase of digital learning while holding true to the values of the science of reading.

Quotes:

"Classrooms are first and foremost cultures and they shape students’ experiences."

"Everything is challenging to teach online, but reading is the most challenging."

Resources:

• Teaching the art of listening in the age of me, me, me
• Doug’s blog: Teaching Like a Champion
• Forgetting how to read
• Teach Like a Champion 2.0: 62 Techniques that Put Students on the Path to College
• Practice Perfect: 42 Rules for Getting Better at Getting Better
• Reading Reconsidered: A Practical Guide to Rigorous Literacy Instruction
• Reader, Come Home by Maryanne Wolf
• Podcast Discussion Guide

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Educator, author, and leader Shawn Joseph, shares his passion for social justice and discusses his work advocating for equity in education, shedding light on what he calls the “silent crisis” in literacy instruction. In this episode, you’ll hear about his experience as a former superintendent of several large urban districts and learn how he fostered achievement in all of his students.

Quotes:

“You have millions of children in the country who have not been given a civil right: the right to read.”

“If we don’t speak up and speak out, the inequities will continue.”

Resources:

Becoming a Data Champion in 6 Steps by Shawn Joseph

A research paper written by Shawn, titled School District Grow Your Own Principal Preparation Programs: Effective Elements and Implications for Graduate Schools of Education

A podcast discussion guide to share with your colleagues

Shawn’s book, The Principal's Guide to the First 100 Days of the School Year 

Shawn's website

Nashville Unchained

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Multilingual author and expert Elizabeth Jimenez Salinas and host Susan Lambert discuss advocating for underrepresented English Learners (EL), improving dual language instruction, and learned passivity. Elizabeth shares tips for EL students during this time and reinforces the importance of home connection and language development.

Quotes:

“English learners are put at a serious disadvantage by a school system that doesn’t use their home language.”

“It is not just learning to recite rote words–it is comprehending and using the home language for parents.”

Resources:

Eradicating Learned Passivity: Preventing ELs from Becoming Long Term English Learners

Ten behavioral skills that interpreters need to know

Reparable HarmStudents train as interpreters, with benefits for all involved

Multicultural Author Project

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Join Mary Clayman, Director of the District of Columbia Reading Clinic, and host Susan Lambert, as Mary shares her experience founding one of the first graduate clinical practicums sponsored by a public school system and discusses how it has influenced the training of DCPS teachers and the success of students in early literacy by using the science of reading.

Quotes:

"Like Louisa Moats said, ‘Teaching reading is rocket science,’ it takes a long time to learn all about the English language.”

“We’re committed to quality training for more teachers.”

Resources:

D.C. Reading Clinic

Teaching Reading Is Rocket Science: What Expert Teachers of Reading Should Know and Be Able To Do by Louisa C. Moats 

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Jacquey Barber, director of design & development at UC Berkeley’s Lawrence Hall of Science, examines her research on the symbiotic relationship between literacy and science and what educators should be looking for in high-quality, literacy-rich science curricula.

Quotes: 

“Literacy is a domain in search of content; science is a domain in need of communication.”

“Develop opportunities for students to learn to read, write, and talk like scientists do.”

Resources:

UCLA CRESST

The Knowledge Gap: The Hidden Cause of America's Broken Education System—and How to Fix It by Natalie Wexler

No More Science Kits or Texts in Isolation by Jacqueline Barber and Gina Cervetti.

Podcast Discussion Guide

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David and Meredith Liben, nationally recognized reading experts and authors of Know Better, Do Better, discuss their need to find evidence-based solutions, the importance of knowledge and skills instruction, and how to tackle unfinished learning in schools.

Quotes:

"Teaching reading in the early grades can be intellectually meaningful and fun."

“Students all deserve access. It’s up to us to figure out what that access looks like for EVERY student.”

Show Notes:

Podcast Discussion Guide

Know Better, Do Better: Teaching the Foundations So Every Child Can Read

The Knowledge Gap: The Hidden Cause of America's Broken Education System--and how to Fix it

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Laurence Holt, language acquisition expert and author of the Learning to Read primers, joins host Susan Lambert to discuss the simple view of reading, how the brain rewires itself to learn how to read, and the importance of background knowledge in language comprehension.

Quotes: 

“Learning how to read is such a pivotal moment in all of K-12.”

“Decoding and language comprehension need to come together in order to become an expert reader.”

Resources:

Learning to Read: Primer Part One

Learning to Read Primer: Part Two

Podcast discussion guide

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Larry Berger, CEO of Amplify, discusses the use of innovation and technology to inform teaching and learning, his new initiative called Wide Open School, and how we can step back and let this be a time of joy and creativity for kids––letting them discover a love of reading. 

Quotes: 

“Make this a time of exploration and openness."

“There is a moment for necessity and necessity brings innovation.”

Show notes:

Wide Open School 

Free remote learning resources from Amplify

Amplify website

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Dr. Elfrieda "Freddy" Hiebert, author and founder of the Text Project, shares insights from her research on vocabulary, the etymology of the English language, and the importance of teaching morphology to enable kids to make connections. 

Quotes: 

“Vocabulary is the base of building knowledge.”

“Vocabulary represents your knowledge and knowledge is what determines your level of comprehension.”

Show notes:

The Text project

Teaching Words and How They Work by Freddy Hiebert

Twitter

LinkedIn

Facebook

Podcast Discussion Guide

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Jared Myracle, Chief Academic Officer of the Jackson-Madison County School System in Tennessee, shares his district’s experience in adopting the science of reading and navigating the change management process. He stresses the importance of high-quality instructional materials and implementation fidelity.

Quotes: 

“Don’t be satisfied with where you are. Where could you be if every student was guaranteed this type of education?”

“Imagine what your results could be if you did ensure that all students were able to experience systematic phonics instruction and opportunities to build background knowledge throughout their K-12 years.”

Resources:

The Hidden Mistake School Leaders Should Avoid This Year by Jared Myracle

The Urgency I Feel Around Instruction – and Why I Look to Curriculum by Jared Myracle

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Ernesto Ortiz, principal at an elementary school in Pennsylvania, discusses how to understand when materials are meaningfully “research-based,” how his school made the shift to the science of reading, and how he is supporting his students with remote learning resources to continue their literacy development at home.

Quotes: 

“We need to be more informed than influenced so that we can look at things with a critical eye.”

“As leaders, we need to remain calm and steadfast so we can navigate throughout these unprecedented times.”

Resources:

Hard Words by Emily Hanford

Equipped for Reading Success by David A. Kilpatrick

The Simple View of Reading

Scarborough’s Reading Rope

The Reading League

Speech to Print: Language Essentials for Teachers by Louisa Cook Moats, Ed.D.

Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It by Mark Seidenberg

Ernesto's blog: Decoding Leadership

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David Steiner, Professor and Executive Director of the Institute for Education Policy at Johns Hopkins University, and Susan examine how school closures are impacting learning across the nation, how districts are responding to the rapidly-changing environment, and why maximizing our educational reach via technology should be a priority.

Quotes: 

“This is a wake-up call to districts to really see that this digital inequality cannot persist.”

“Don’t make the ideal the enemy of the possible.” 

Resources:

USDOE Fact Sheet March 20, 2020

Report: The Problem with Finding the Main Idea by David Steiner

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We’ve been thinking a lot about you -- and our hearts go out to you during this confusing and uncertain time. Helping our students continue to learn in this unusual and unsettling situation is not easy.  And here at the Science of Reading podcast, we want to do what we can to support you where we can.

Resources

Science of Reading: The Podcast

Science of Reading: The Facebook Community

Susan and Dr. Bruce McCandliss, a professor in the Graduate School of Education at Stanford University, chat about combining neuroscience with education. How does neuroscience help us understand the changes going on in the brain of a child learning to read? Why do some children struggle so profoundly? He shares his research into focusing the student’s attention on letters and sounds versus on the word as a whole.

Quotes: 

“Teachers play a huge role in shaping brain development for reading.”

“This is where education and neuroscience are coming together to create a dialogue in the space of how we support children.”

Resources:

Bringing Words to Life, Second Edition: Robust Vocabulary Instruction by Isabel Beck

Where Is Educational Neuroscience? by John T. Bruer, PhD

2019 Education Trends by Carrie Gajowski, MA

Minds, Brains, and Learning: Understanding the Psychological and Educational Relevance of Neuroscientific Research by James P. Byrnes

Podcast discussion guide

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Jasmine Lane, a high school English teacher, discusses the importance of equity and education and the disconnect between how teachers feel and what they need to do to push education forward for all students, regardless of their background. She also shares how education has changed her life, how her students have been impacted by their early literacy teachers, and how high schoolers fill in the gaps for things they missed early on.

Quotes:

“The science of reading–that’s my push for equity because every child deserves to be able to read.”

 “We want all kids to succeed. If that’s not equity, I don’t know what is.”

Resources:

Jasmine's Blog

Blog: Project Forever Free

Podcast discussion guide

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Dr. Nancy Nelson, Research Assistant Professor at the Center on Teaching and Learning at the University of  Oregon, discusses myths and misconceptions around  RTI, Multi-Tiered Systems of Support (MTSS), and universal screening in reading instruction.

Quotes:

“Relying on data allows us to engage in a systematic process to implement systems to meet the needs of all kids.”

Resources: 

DIBELS® at the University of Oregon

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Carolyn Strom, Professor of Early Childhood Literacy and Innovation at NYU, discuss her research and interviews with pre-school teachers and how students learn to read, her view on the science of reading and the cognitive science behind it all. She shares her insights on the importance of neuroscience, culturally responsive teaching and dives into Linnea Ehri’s four phases of learning how to read.

Quotes:

“Our brains are not wired to read…we have to do a neurological backflip to teach our brains to read."

“You can’t think about a tree without thinking of its environment the same way you should not be thinking about a kid’s reading development without thinking of their environment.” 

Resources:

Reading in the Brain: The New Science of How We Read by Stanislas Dehaene

Carolyn Strom NYU Bio

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Literacy expert and author Tim Shanahan discusses his views on teaching reading in middle school as an extension of evidence-based early literacy practices. What are some of the challenges and what should reading instruction include? Tim and host Susan Lambert dive into boosting comprehension, how the English language is always changing, and how to structure reading instruction across content areas such as history, science, and math so students are equipped to comprehend those texts as well.

Quotes:

“It is absolutely essential in any comprehension lesson that the kids come away with knowledge.”

“Not dealing with vocabulary early on is like leaving ticking time bomb for later.”

Resources:

Shanahan on Literacy website and blog posts

Podcast: A conversation with Tim Rasinski 

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What is the missing link in reading comprehension? Anne Lucas, former curriculum director and current product manager of Amplify Reading, discusses the multifaceted nature of comprehension, why it’s so difficult to teach, a teacher's powerful "eureka! moment," and the specific sentence-level skills which, if practiced, improve overall comprehension. 

Quotes:
“The more tools we give to kids to grapple with texts and concepts, the better they’ll be able to do it.”

“Background knowledge is incredibly important and is something that we need to integrate into instruction and curriculum.”

Resources:

Comprehension Microskills Classroom Activity

The Missing Link in Comprehension White Paper

Understanding and Teaching Reading Comprehension by Jane Oakhill

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Emily Lutrick, a PreK-5 Curriculum and Dyslexia Coordinator with almost 20 years of experience in education, examines the facts and fictional myths of dyslexia, how early is too early to screen for dyslexia, and how to identify the signs and risk factors. Susan and Emily discuss how dyslexia relates to the science of reading and what educators and parents can do to help students after school.

Quotes:

“You’ve got to arm yourself with good, strong, core curriculum. Make sure you’re informed in what it means to teach in a structured literacy environment. [These] go hand in hand with the science of reading.”

“Be intentional about identifying what that risk factor is. What is it that’s causing that breakdown?”

Resources:

Twitter @drlutrick 

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Lois Letchford, author of Reversed: A Memoir, shares personal accounts of her son’s struggles with learning how to read as well as her own in school with dyslexia. After being told by a teacher that her son was “the worst child [she’s] ever seen in [her] 25 years of teaching,” she persisted with endless patience to help her son and began writing poems to pique his interest in reading. What is he doing now? Was she successful?

Quote:

“Believe in your child, believe they are capable of anything--and tell them that.”

Resources:

Reversed: A Memoir by Lois Letchford

Poetry for kids by Lois Letchford

Website with articles and blog: https://www.loisletchford.com/

Twitter: @LetchfordLois

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Susan and Tim Rasinski, author of The Megabook of Fluency: Strategies and Texts to Engage All Readers, discuss his work at the reading clinic at Kent State University, the aspects of good fluency instruction, what constitutes fluency, and how reading speed is correlated to word recognition and automaticity. He stresses the importance of fluency and finding ways to be artful while teaching reading.

Quotes:

“Fluency is the bridge and we can’t ignore it.”

“Speed is the consequence of automaticity–automaticity is not the consequence of speed.”

Resources:

The Megabook of Fluency: Strategies and Texts to Engage All Readers by Tim Rasinski

Why Reading Should be Hot! by Tim Rasinski

Email: trasinsk@kent.edu

Website with articles and blog: timrasinski.com

Twitter: @trasinski1

Kent State Reading Clinic

Additional resources:

Fluency: The Neglected Reading Goal by Richard Allington

After Decoding: What? by Carol Chomsky

The Method of Repeated Readings by Dr. S. Jay Samuels

Jean Chall's Stages of Reading Development

Tim Shanahan interview on The Science of Reading

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Susan sits down with education reporter and host of the Education Post podcast, Emily Hanford, examines the big takeaways from her experience on reporting on dyslexia, patterns that emerged from her investigating, the science of reading and why schools don’t align with it more, the theory of how reading works, and the evolution of balanced literacy, phonics instruction and whole language.

Quotes:

“We have to be teaching kids how the written language works to help them become good readers.”

“Family income and poverty affect educational opportunities and outcomes.”

Resources: 

'Hard Words' Education Post Podcast

At a Loss for Words: How a flawed idea is teaching millions of kids to be poor readers article by Emily Hanford

What to do if your child's school isn't teaching reading right? article by Emily Hanford

Additional resources: 

NAEP Reading Scores

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Robert shares what inspired him to embark upon his esteemed career path and how we must acknowledge and address that children come to school from different places and backgrounds along their language trajectory in our schools. Susan and Robert discuss the latest in education reform, the knowledge gap, how it is only going to get larger as kids move through grades, the limited time we have to correct it, and how to start doing so.

Quotes:

“Language is heavily dependent upon readers making correct inferences about context, and that’s background knowledge.”

“Language is a series of inference-making, that’s all knowledge-dependent. And if we’re not operating from the same base of knowledge, it all breaks down.”

Resources: 

Robert Pondiscio's book:

How the Other Half Learns: Equality, Excellence, and the Battle Over School Choice

Robert Pondiscio's articles:

How to improve literacy after elementary school

The lost children of Hirsch: Will a fresh argument for content-rich curricula make a difference?

Additional resources: 

"How knowledge helps", an article by Daniel Willingham

Teaching Content is Teaching Reading video by Daniel Willingham

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What's broken in our education system? Natalie joins Susan for a provocative talk about her latest book, The Knowledge Gap, and how a knowledge-based curriculum can bring equity into the classroom, and students' futures.

Quotes

“Kids actually love to learn stuff. They love to feel like they’re experts. It does wonders for their self-esteem.” - Wexler

“Once teachers try it and can see what can happen…they’re going to say ‘I’m never going back to what I was doing before.” - Wexler

Resources

Natalie Wexler’s books:

The Knowledge Gap: The hidden cause of America's broken education system--and how to fix it

The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grade

Natalie Wexler’s articles:

“Elementary Education Has Gone Terribly Wrong: The Case for Teaching Kids Stuff” (The Atlantic, August 2019)

“Why American Students Haven't Gotten Better at Reading in 20 Years” (The Atlantic, April 2018)

Additional resources:

Cognitive scientist Daniel Willingham’s education blog

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Welcome to Science of Reading: The Podcast! We bring educators the latest insights from researchers and practitioners in early reading. We believe equity in education begins with reading science.