From October 21, 2021

Kory Jensen is a 4th grade teacher in Colorado, obsessed with learning more about reading science! He read The Knowledge Gap by Natalie Wexler… which set him off to learn more about knowledge building. 

On today’s podcast, he talks about how background knowledge impacts his students’ comprehension and engagement (spoiler alert: they love going deep into topics!). He provides real-life examples and ways to supplement knowledge on topics through experiences, experiments, texts, videos, and more. Kory’s optimism shines through and we can’t get enough of his lifelong learner spirit. “When you build knowledge and give students opportunities to learn, you’ll be impressed by what they can do.” Thanks, Kory! 

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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.

A curriculum evaluation tool that helps teachers, leaders, and parents, determine if a curriculum meets high quality standards or not. 

There are two tools we recommend for curriculum review. These tools feel complementary to each other, so we recommend using both, starting with The Reading League’s Curriculum Evaluation Guidelines, then digging deeper into the knowledge component of a curriculum with the Knowledge Matters Review Tool. 

Resources

• The Reading League Curriculum Evaluation Guidelines 
• Knowledge Matters Review Tool 

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Today we talk to educator and author Molly Ness about intentionally planning for read-alouds. Molly will share an easy to prepare protocol for a read-aloud in any grade level or content area. 

Resources

• Molly's Website - purchase her book! 

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What is a read aloud?

It is very common to see early childhood and elementary school teachers reading aloud to their students. But what exactly is happening during this time? 

In episode 170, we talk with author and professor, Molly Ness about read alouds. We share her definition along with what to look for in a read aloud and the benefits of read alouds for all learners!

Check out Molly's book: Read Alouds for All Learners

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From July 30, 2021

To connect with a practitioner lens, Duke (alongside Ward & Pearson) also penned The Science of Reading Comprehension Instruction. They ask the question: What have decades of research told us about the nature of comprehension and how to develop students’ comprehension in schools? Listen to find out!

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What is dysgraphia? 

The American Speech-Language-Hearing Association defines dysgraphia as referring to difficulty with either language or spelling-based aspects of writing.  Dysgraphia impairs letter writing by hand, which can affect spelling, learning to spell words, the speed of writing, reading word recognition, comprehension, and writing processes and products. 

Resources

• American Speech-Language-Hearing Association Disorder of Reading and Writing 
• International Dyslexia Association Understanding Dysgraphia

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Today talk to researcher Tiffany Hogan about language comprehension. We’ll start with the Simple View of Reading, exploring the relationship between phonics and language comprehension. Then we’ll discuss knowledge as the result of systematic and explicit language comprehension instruction and share approaches that work in the classroom - like read-alouds and discourse. 

Tiffany P. Hogan, PhD, is a Professor in the Department of Communication Sciences and Disorders at MGH Institute of Health Professions in Boston, Director of the Speech and Language (SAiL) Literacy Lab and the center for translational research, implementation science, and dissemination for equity in CSD, (cTIDE), Research Associate at Harvard University, and inaugural research affiliate for the Boston University Center for Anti-Racist Research. 

Resources Mentioned in this Episode 

• ASHA Voices on Apple Podcasts
• On the Importance of Listening Comprehension  
• If you don't look, you don't see: Measuring language development to inform literacy instruction
• List of commercially available Developmental Language Disorder (DLDP) Screeners
• DLDandme.org
• RADLD.org
• Understanding Dyslexia in the Context of Developmental Language Disorder
• Increasing Higher Level Language Skills to Improve Reading Comprehension
• Adapting Curricula for Children with Language Comprehension Deficits
• Five ways SLPs (and others) can positively impact children with dyslexia
• A generic implementation framework for school-based research and practice
• 'We test, not teach, comprehension' Jeanne Chall: 
• CUBED free assessment and progress monitoring for decoding, language, and reading
• Executive functions and morphological awareness explain the shared variance between word reading and listening comprehension Young-Suk Kim 
• “the acquisition of an alphabetic code is like catching a virus… this virus infects all speech processing

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What is Developmental Language Disorder, or DLD?

Developmental Language Disorder is a brain-based neurodevelopmental diversity - such as autism or dyslexia or dysgraphia. Students with DLD are six times more likely to have reading difficulties. DLD is a brain variation that makes it difficult to learn language from the environment. 

Resources

• New IDEA Guidance Includes Developmental Language Disorder as a Qualifying Category by Tiffany P. Hogan, Kelly Farquharson, Karla McGregor
• DLD and Me Educator Fact Sheet 

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From October 7, 2022

In this episode, we talk with former balanced literacy teacher and parent, Missy Purcell. She authored a blog post titled Dear Balanced Literacy Teacher.

Missy writes, “According to Nancy Young’s ladder of reading, roughly 10-15% of kids can figure out reading out with this type of instruction, but my child, who would later be diagnosed with dyslexia, would never be able to become a proficient reader with any version of balanced literacy. He, according to Young, like 85% of students, benefit from or need systematic explicit instruction that follows a scope and sequence with fidelity to become proficient readers and writers.”

We want to normalize the idea that most kids CAN learn how to read with structured literacy instruction. 

Resources

• Dear Balanced Literacy Teacher 
• Looking for Heroes: One Boy, One Year, 100 Letters 2nd Edition
• These resources from the International Dyslexia Association are helpful to spread the word on social media about October as Dyslexia Awareness Month! 

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Nadine Gaab, Associate Professor of Education at the Harvard Graduate School of Education, joins us on the podcast to talk about how brains learn to read. Reading development starts in utero because the fundamental milestones for learning to read are sounds and language processing. Brain research shows us the brain of children learning to read is different in struggling readers. Dr. Gaab debunks dyslexia myths and connects the importance of early screening and intervention for dyslexia.  

Resources

• Dyslexia Myths GaabLab.com 
• The Truth About Reading Documentary Trailer 
• How Can We Ensure That Every Child Will Learn to Read? The Need for a Global, Neurodevelopmental Perspective - International Dyslexia Association 

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Helping teachers learn about science of reading, knowledge building, and high quality curriculum. 

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From September 30, 2022

Dr. J. Richard Gentry, Dyslexia Expert and the “Guru of Spelling,” joins us on the podcast today to discuss dyslexia. Dyslexia is a specific learning disability, neurobiological in origin. It’s the #1 reading disability that manifests itself in a continuum. People with dyslexia have difficulty in accurate fluent reading,  spelling, and decoding abilities. Dr. Gentry shares his personal story of overcoming dyslexia, how dyslexia affects people, and how teachers can help students with dyslexia in the classroom. 

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Ever wondered why reading isn't as natural as speech? Carolyn Strom, an accomplished early literacy expert, reveals that unlike speech, reading doesn't come naturally. In fact, it requires well-structured, explicit instruction which we'll discuss in this episode.

The importance of a structured approach to teaching reading cannot be understated. We'll be taking a deep look at the role of decodable texts, progress monitoring, phonemic awareness activities, and the necessity of a proper scope and sequence. And for those who believe that word memorization is the ultimate key to learning to read, prepare to have that myth debunked. Carolyn introduces the concept of mapping – associating the visual form of a word with its sounds and meaning, a vital aspect in learning to read.

As we delve further into the episode, we look into how critical practice and spoken language are in the reading process. Discover how word games can transform skill drills into an engaging and exciting experience for kids. We also have valuable insights for those working with bilingual or multilingual learners, as we discuss the significance of building spoken language and conceptual knowledge, which play a major role in comprehension. Finally, we'll discuss creating a conducive environment for students to learn and provide resources for further exploration. Join us for this captivating and educational journey into the world of early literacy.

Resources 

• UFLI Foundations 
• Letterland 
• Spelfabet 
• Stay connected with Carolyn! 
• Stanislas Dehaene, How the Brain Learns to Read (book)
• Maryanne Wolf, Proust and the Squid (book)

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Resources

• CleverNoodle
• International Dyslexia Association
• Gaab Lab 
• Student Achievement Partners
• EdReports.org 
• The Reed Charitable Foundation
• LETRS Training

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From May 2022
 Kim Lockhart, Canadian French immersion teacher and special educator in Kingston, Ontario, shares how she meets the needs of students in her classroom. As stated in a recent report, Right to Read inquiry report from Ontario Human Rights Commission, Ontario is removing the three cueing system completely from all materials and turning to reading science instead. In this episode, Kim models what an evidence-based phonics lesson might entail. In second language programs, it’s necessary for students to build language comprehension by attaching meaning to decoding. 

Related Episodes

• Ep. 63: Kindergarten Teacher Reaches 100% Success Using Evidence-Based Practices 
• Ep. 59: HQIM for ALL with Educator Sarah Webb
• HQIM as EQUITY for English Language Learners with  ELSF Executive Director Crystal Gonzales

Resources

• The Right to Read Inquiry Report from Ontario Human Rights Commission
• The Simple View of Reading (SVR)

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Listen Again from July 9, 2019: A teacher's perspective on curriculum implementation is invaluable... and today, we have not ONE, but TWO teacher perspectives on Wit & Wisdom year one implementation!  Kyair and Katie are funny, smart, and have incredible learner-mindsets. They discuss the engagement of their students in texts and tasks, how Wit & Wisdom provides equity and opportunity, and their thoughts on teaching with an integrated (not isolated) curricula - a shift in mindset from the way "school was done" previously. Look out for some cheesy dad jokes along the way (thanks, Kyair), and so much insight and inspiration from these two incredible educators!

Connect with Kyair on Twitter @Kyairb
Connect with Katie on Twitter @Kstoryscotti

TNTP's The Opportunity Myth
https://opportunitymyth.tntp.org/

The Wrong Way to Teach Grammar - Michelle Navarre Cleary
https://www.theatlantic.com/education/archive/2014/02/the-wrong-way-to-teach-grammar/284014/

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It's our first CALL IN EPISODE! Teachers voices are so important in this reading science movement.  We asked teachers to call in and answer two questions: 

1. What is the most important thing you've learned so far about the science of reading?
2. What is a goal you have this year connected to reading science?

Listen and learn as fellow educators share about what big things are happening in their classrooms aligned to reading science. 

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Crystal Lenhart is a literacy coach who developed a resource that clearly and transparently explains to families and caregivers how the school is teaching reading and writing differently with reading science research! As we head Back to School, this practical resource is a helpful tool to communicate big changes happening in classrooms and schools. 

Resources

• How we teach reading at big horn elementary resource

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Helping teachers learn about science of reading, knowledge building, and high quality curriculum. 

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Ever wondered how to navigate the complex world of reading research as an educator? Get ready for a great conversation with education researcher Neena Saha, who reveals the role of science in education and the importance of pseudoscience in developing theories. We delve into the significance of meta-analyses and discuss the need for caution when using this method.  Neena then shares some current reading research with us!

Resources

• SamePage Reading Facebook Group
• MetaMetrics’ Reading Research Recap  
• Join the Reading Research mailing list
• The Reading League Journal
• The Reading League recording on what teachers need to know about “how science works” (skip to 1 hour, 40 min)
• Meta-Analysis Review
• Robert Slavin’s Blogs
  • In Meta-Analyses, Weak Inclusion Standards Lead to Misleading Conclusions. Here’s Proof.
  • How Can You Tell When The Findings of a Meta-Analysis Are Likely to Be Valid?
  • Meta-Analysis and Its Discontents 
• Criticisms of Meta-Analysis (but also great rebuttals) 
• Morphology Recent Research Studies
  • Executive Functions and Morphological Awareness Explain the Shared Variance between Word Reading and Listening Comprehension
  • Effects of Target Age and Genre on Morphological Complexity in Children’s Reading Material
  • Contrasting Direct Instruction in Morphological Decoding and Morphological Inquiry-Analysis Interventions in Grade 3 Children With Poor Morphological Awareness
• Fluency Recent Research Study
  • A systematic review and meta-analysis of the Readers’ Theatre impact on the development of reading skills
• Comprehension Recent Research Study 

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Ever wonder how to decipher the Science of Reading or how to evaluate a curriculum that claims to be founded on it? We've got an episode just for you. Today, we're thrilled to welcome Holly Lane, a leading expert in the field, who will help us unlock this complex topic. Holly does an incredible job of breaking down the differences between research and evidence-based approaches, and she reveals what the terms 'explicit' and 'systematic' really mean.

Holly delves into the world of research design, the challenges of conducting these trials, and why correlation isn’t always causation. She shares firsthand experiences from her journey creating UFLI Foundations and the significance of field testing and teacher input in program evaluation. 

Holly shares her perspective on the importance of practice in education, providing practical strategies to promote automaticity in foundational skills. She also offers pointers on how to interpret research and reports from publishers without getting swayed by the hype. As we all know, not all that glitters is gold – and this is particularly true in the world of educational research. After listening to this episode, you'll have a deeper understanding of the Science of Reading. Trust us - it's an episode you don't want to miss.

Resources

• Science of Reading or Snake Oil webinar with Holly Lane
• UFLI Foundations 
• ESSA’s Review of LLI

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Imagine transforming the way you teach reading. Picture your students not just passively consuming the written word, but actively producing meaning and taking purposeful actions inspired by what they've read. This is the promise of our conversation with Doug Fisher, professor at San Diego State University and renowned author, as he takes us on a journey into the depths of reading comprehension.

We question the effectiveness of common literacy programs and discuss the intricate ties between vocabulary, comprehension, and prior knowledge. How do you feel about the 'letter of the week' approach? Listen as we scrutinize its validity and dig deeper into other foundational reading skills, such as letter recognition and sound blending. We also expose the symbiotic relationship between vocabulary and comprehension, underscoring the pivotal role of knowledge in decoding texts.

We then traverse the landscape of oral language in reading instruction and the implications of isolating reading from writing. Can you guess the impact of these practices on student learning? Doug enlightens us on the significance of comprehension strategy instruction and the importance of developing all elements of reading literacy. To cap it off, our conversation concludes with three practical suggestions that you, as an educator, can apply in your classroom for immediate impact. Prepare to awaken a new perspective on the world of reading.

Resources

• Articles by Natalie Wexler
• Steve Graham: Effective Writing Instruction (video)
• Powerful Writing Strategies for All Students, Harris & Graham (book) 

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Helping teachers learn about science of reading, knowledge building, and high quality curriculum. 

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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.