What if the key to unlocking your students' reading comprehension could be found through a deeper understanding of the intricate processes at work in their minds? Prepare to have your teaching world transformed as we journey with reading comprehension expert and acclaimed author, Nancy Hennessy. Together, we’ll map out the cognitive and linguistic processes that underpin comprehension, and navigate the complex interaction between a reader's knowledge, the text itself, and the author's intent.

As teachers, we play an integral role in shaping the reading journey of our students. Witness how the Reading Comprehension Blueprint can revolutionize your instructional design as we discuss how to thoughtfully consider the task, text, and context. Learn how to integrate prior background knowledge and foster mental models of understanding. Be part of our examination of comprehension as an essential pillar of reading and join us as we demystify the science behind this crucial skill.

Finally, imagine having a blueprint that offers a flexible framework that aligns seamlessly with the science of comprehension. Listen as we delve into the importance of planning for instruction, pinpointing the key takeaways for your students, and exploring types of texts and text sets. Learn how to identify the contributors to comprehension and teach your students to become masters of their own understanding. Buckle up and get ready to revolutionize your approach to teaching reading comprehension.

Resources

• The Reading Comprehension Blueprint From The Reading Comprehension Blueprint by Nancy Lewis Hennessy. Copyright © 2021 by Paul H. Brookes Publishing Co., Inc. All rights reserved
• Expert Minute Video-Thinking about Comprehension: Nancy Hennessy
• Rethinking How to Promote Reading Comprehension, American Federation of Teachers by Hugh Catts
• Ep. 118 Rethinking Reading Comprehension with Researcher Hugh Catts, podcast
• AIM FCRR Background Knowledge Research 

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

Ever thought about the power of words? Join us as we discuss our most requested topic of all time: vocabulary. We have a special guest, fifth-grade teacher Sean Morrisey. We discuss Tier 2 and 3 vocabulary words and discuss how you can strategically select words to teach using research-based approaches. 

We also share the importance of continuously embedding words into language throughout the day and using data to measure improvement. Lastly, we bridge the connection between vocabulary and fluency, demonstrating how it impacts performance.  By the end of this episode, you'll feel inspired to transform your vocabulary instructional approach in your classroom, one word at a time.

Resources

• Academic Word Finder Achieve the Core
• Which Words Do I Teach and How? Article by David Liben
• Lifelong Literacy, Lyn Stone
• Explicit Instruction, Anita Archer 
• Bringing Words to Life, book 
• The Writing Revolution, book
• Text Project Vocabulary Instruction
• Word Generation Serp Institute 
• Word Sift 
• Coxhead Academic Word List 
• Podsie 

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Ever wondered how the fascinating world of words impacts our lives? Join us as we sit down with linguist and author Lyn Stone, who shares her insights about vocabulary and etymology. Through her expertise, we explore the powerful impact on learning outcomes and literacy development.

In this engaging discussion, we emphasize the joy of teaching language and words, with Lyn encouraging us to tap into our natural hardwiring to play with words. She also highlights the importance of developing teacher knowledge of the subject and shares fantastic resources for teaching etymology and morphology. Discover how knowledge-building can support improved response to intervention and transform literacy with Lyn's guidance.

Finally, we dive into the coolness of grammar and syntax as we reveal how they serve as outward expressions of the inner workings of the mind. Lyn shares her work on a new edition of her book Language for Life and offers valuable tips for literacy instruction. Don't miss out on this opportunity to learn from the brilliant Lyn Stone and to engage with the magical world of words.

Resources

• Language for Life by Lyn Stone 
• LifelongLiteracy.com 
• Etymonline 
• Once Upon a Word: A Word-Origin Dictionary for Kids 
• The Writing Revolution Book Judith Hochman and Natalie Wexler
• The Writing Revolution Podcast (Melissa and Lori Love Literacy) 
• Ox, House, Stick: The History of Our Alphabet

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What if you could unlock the secrets to fluency instruction in literacy, and transform your students into confident and skilled readers? Join us as we delve into this crucial topic with Nathaniel Swain, Senior Lecturer at La Trobe University in Australia, who shares his expertise on the three components of fluency: speed, accuracy, and prosody. Let's explore together how balancing speed with comprehension can make all the difference in today's digital age, where skimming and scrolling are the new norm.

We discuss a variety of practical strategies to help students practice fluency in the classroom, such as choral reading and paired reading. Nathaniel also sheds light on the role of technology in simplifying the process of creating engaging materials. Discover how to create an environment that fosters student engagement and understanding, and learn the differences between fluency instruction in primary and intermediate classes.

Finally, we examine the value of fluency in reading instruction and how it can be integrated into the literacy block. Nathaniel explains the self-teaching hypothesis and emphasizes the importance of exposing students to unfamiliar words and challenging texts. Don't miss this insightful episode packed with tips and strategies to help your students become fluent and confident readers!

Resources

• Think Forward Educators
• Five Ways to Focus on Fluency, Think Forward Educators Blog 
• Fluency Rubric, Tim Rasinski
• Readers Theater Scripts, Chase Young
• Fluency Resources, Tim Rasinski 
• Nathaniel Swain on Writing to Learn, ERRR Podcast

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Today we talk about fluency and assessment with Jan Hasbrouck. She shares tips and tricks for how to to best assess and teach fluency. She also debunks frequent fluency misunderstandings and explains the scientific evidence that underlies the Hasbrouck-Tindal Oral Reading Fluency Chart.  

Note: During the podcast, we mentioned we would link Jan’s previous studies on ORF. But… we want to make sure the most recent information (Fluency Norms Chart 2017 Update) is the one that is prioritized for instructional use, so we’ve linked that to avoid confusion. 

 Resources

• Hasbrouck-Tindal Oral Reading Fluency Chart
• Fluency Norms Chart (2017 Update) 
• Developing Fluent Readers by Jan Hasbrouck, Reading Rockets
• Understanding and Assessing Fluency by Jan Hasbrouck, Reading Rockets
• Tim Rasinski Multidimensional Fluency Rubric 
• NAEP Fluency Scale 
• What Does “Below Basic” Mean on NAEP Reading? 

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What if we told you that the science of reading is just as applicable to multilingual learners as it is to monolingual English speakers? Today, we had the pleasure of discussing this topic with Claude Goldenberg, professor emeritus of education at Stanford University. Claude shared his insights on the importance of understanding the nuanced language surrounding multilingual learners.

In our conversation, we explored the essential process of teaching English learners to read by developing a bank of sight words and providing additional support alongside phonology and orthography. Claude also shed light on the research and literature available specifically for English learners, debunking the myth that the science of reading is only applicable to monolingual English speakers. Moreover, we discussed the findings of the Ehri and Vaughn studies, which explored the effectiveness of early interventions for at-risk students.

Claude also shared his advice on implementing a strengths-based approach to teaching and building student knowledge while emphasizing the importance of staying up to date with research and being transparent about what we know and don't know. By doing so, we can be effective advocates for English learners. Don't miss this insightful and informative episode to learn how you can better support multilingual learners in their reading journey!

Resources

• Click here to access the research Claude mentions during this podcast 
• Melissa and Lori Love Literacy Ep. 119 How Reading Science Works for English Learners with Elsa Cardenas-Hagan

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In today’s episode, Julie Washington discusses how literacy learning can be supported by language variations. Reading and language are intertwined. Reading influences language and language influences reading. It’s a reciprocal process! How can we, as educators and practitioners, leverage students’ strengths in language variations to learn to read? 

What if we told you that understanding language variations could significantly impact the way we approach literacy and education for African American children? Join us in this insightful conversation with Julie Washington, a professor at the University of California, Irvine, who specializes in the intersection of language and literacy. Discover how her research on language variations as a strength, rather than a weakness, can reshape our perspectives on cultural dialects, early literacy skills, and language development.

Julie brings her expertise to light by highlighting the importance of African American English in the classroom and the challenges it faces, both from the broader society and within the African American community. We explore the practical consequences of treating this dialect as low-prestige and discuss the need for students to be able to use both systems of language. 

We dive into resources for educators to better understand these variations and emphasize the importance of differentiated instruction and high expectations for all students. Tune in and equip yourself with the knowledge to make a difference in the lives of your students, no matter their language background.

Resources

• Teaching Reading to African American Children by Julie Washington and Mark Seidenberg 
• Struggling Readers Who Speak African-American English Need Support - And Respect by Natalie Wexler 
• Minority Student Achievement Network 
• The Opportunity Myth by TNTP
• The Academic English Mastery Program by LAUSD

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Secondary educators have students in their classrooms who weren’t taught to read. Because of these reading deficits, students  likely have a difficult time accessing secondary texts and tasks. Our guests today, Supt. Sherry Sousa and Educator Julie Brown, discuss a secondary intervention they developed that WORKS and is totally doable. The best part? Students partake in the intervention in addition to - not instead of - their regular high school English classes. 

Resources

• No Time to Waste: Structured Literacy for Young Adults
• Ameer Baraka video: https://www.youtube.com/watch?v=jyFiOYCqvyk 

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We talked with the fabulously candid Tim Shanahan about his recent blog post Prior Knowledge, or He Isn't Going to Pick on the Baseball Study that garnered much attention. Should we teach reading strategies? How important is building knowledge? What are reading skills vs. strategies? How frequent should strategy instruction occur in concert with knowledge building? He also weighs in on the current crisis to share his thoughts on how families and educators can best serve students at home.

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Our conversation today illuminates a hot topic in reading - skills and strategies. What’s the difference? Peter Afflerbach, researcher and professor, shares in the podcast that he and his colleagues surveyed educators and  “ten people would give us ten different answers. They were all kind of related, but all different.” 

Peter explains that with practice, strategies require less deliberate attention. When strategies become effortless and automatic, the reading strategy has become a reading skill. This is bound to change based on complexity of text and topic, so we learn that knowledge plays a critical role in strategy use and comprehension, too. 

Resources

• Clarifying Differences Between Reading Skills and Reading Strategies, The Reading Teacher 
• Teaching Readers (Not Reading): Moving Beyond Skills and Strategies to Reader-Focused Instruction by Peter Afflerbach
• Shedding Light on Reading Skills and Strategies | Shanahan on Literacy  
• Comprehension Skills or Strategies | What’s the difference and does it matter? 

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We had the opportunity to talk (again!) with Natalie Wexler about tips for effective remote learning (read her full article located here), the current intersection of students' virtual learning and strategy-focused instruction (due to lack of knowledge-based, high quality curricula) and how parents are noticing! How can we teach strategies in context while building knowledge? Listen to find out!

More recently, Wexler wrote a piece titled How Reading Instruction Oppresses Black and Brown Children, located here. She ends with this quote: "If people truly understood the needless damage being done by our schools every day, they would be out in the streets demanding change." Natalie, we hear you, and WE ARE! We are shouting from the rooftops... or more accurately, shouting from the podcast apps! :)

American Educator magazine released an excerpt of The Knowledge Gap - find it here! 

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What is Phonemic Awareness? It’s one component of your literacy instruction. Phonemic awareness means understanding that spoken words are made of individual sounds called phonemes. We want students to be able to isolate, blend, segment, and more. Can it be ‘done in the dark’? Or should we teach phonemic awareness with print? Listen and learn as we explore this important question (and more) in today’s episode. 

Resources

• They Say You Can Do Phonemic Awareness Instruction “In the Dark”, But Should You? A Critical Evaluation of the Trend Toward Advanced Phonemic Awareness Training 
• Ep. 142: Structured Literacy in Small Group Time
• Choosing and Using Decodable Texts by Wiley Blevins
• Phonemic Awareness vs. Phonics Heggerty 
• What are Phonological Awareness and Phonemic Awareness? Heggerty 
• Free Sample Lessons Heggerty

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Why is teaching reading so important? Melissa and Lori have a conversation with Louisa Moats grounded in this article: Teaching Reading is Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do. Moats asserts that 95% of students can learn to read when taught to do so using evidence-based practices. In this episode, listen as we discuss and define the term science of reading, while connecting decades of research and theory to classroom practice.  

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In this episode, we’ll discuss an approach to teaching foundational skills known as speech to print. The speech to print approach consists of 4 concepts with consistent logic: 

1. Letters spell sounds (alphabetic principle) 
2. Sounds can be represented by one or more letters 
3. Sounds can be spelled different ways
4. Spellings can be pronounced in different ways 

What is the difference between speech to print and a traditional print to speech approach? What does the speech to print approach look like in practice? What does the research say about this approach?  

Resources

• Triple R Teaching Podcast related episodes:
  • Print to speech vs Speech to print: What’s the difference?
  • How to add speech to print elements to your phonics instruction 
• Reading Simplified
• PhonicBooks 
• Evidence Based Literacy Instruction (EBLI)
• Phonics: Speech to Print vs Print to Speech Webinar
• The Seidenberg and McClelland (1989) model of visual word recognition
• International Dyslexia Association Fact Sheet on Phoneme Awareness 
• The Latest Research (And Debate) on Phonological and Phonemic Awareness Instruction by Susan Brady 
• Speech to Print or Print to Speech: What's the difference?  blog, by Tami Reis-Frankfort, Phonic Books
• Why Our Children Can'

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Dr. Sonia Cabell, Associate Professor at Florida State University, shares the importance of both oral language and content knowledge instruction. Why? Oral language skills underlie our ability to comprehend text. At the same time, the knowledge we bring to a text is THE key determinant on how much we understand that text. This episode speaks to the entirety of the reading rope! 

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Robert Pondiscio, Senior Fellow at the American Enterprise Institute (AEI), asserts that reading comprehension is NOT a skill. Yes, good readers use reading skills and strategies to make meaning. But good readers also have a robust knowledge base.  There is strong evidence to support knowledge building ELA curriculum, but we continue to wonder about what knowledge, whose knowledge, and how much? 

Resources

• Recht & Leslie Baseball Study  
• Wanted: A Science of Reading Comprehension movement | The Thomas B. Fordham Institute
• Reading comprehension is not a “skill” | The Thomas B. Fordham Institute 
• Why doesn’t increasing knowledge improve reading achievement? Tim Shanahan 
• Ep. 124 Innovative Assessment with the Louisiana Assessment Team Melissa and Lori Love Literacy podcast
• Cultural Literacy by E.D. Hirsch
• What Reading Does for the Mind Cunningham and Stanovich 

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In this episode, researcher Hugh Catts discusses his pivotal piece titled Rethinking How to Promote Reading Comprehension | American Federation of Teachers. He asserts, “Reading comprehension is thinking with a book in your hand.” There are three factors that impact reading comprehension: the reader, the text, and the activity (task or purpose). He talks with Melissa and Lori about the role knowledge plays in reading comprehension, the interaction of the knowledge the text demands vs. the knowledge a student brings to a task, and the implications of knowledge in instruction and assessment.

Resources 

• Rethinking How to Promote Reading Comprehension | American Federation of Teachers 
• Language and Reading Research Consortium Study 
• Listening strategies in the L2 classroom: more practice, less study

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Pamela Snow, professor at Latrobe University in Australia, discusses the arguments that keep surfacing when educators are resistant to move away from balanced literacy. You might have heard a few: 

• Systematic phonics teaching is just for Tier 2.
• The goal of balanced literacy is for children to love reading. 
• Explicit teaching kills the love of reading. 
• Give them time, they’ll catch on or catch up. 
• Teachers should choose what they think is best. 

Pam’s blog post, Balanced Literacy Bingo, debunks each idea listed above and more. 

Resources

• The Snow Report Blog and Balanced Literacy Bingo
• A School Leader’s Sliding Doors Moment by Sue Knight 
• Dear Balanced Literacy Teacher Podcast and Blog 
• La Trobe University’s Short Courses: Introduction, Intermediate, Secondary and Masters in Linguistics

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In this episode, Melissa and Lori have a candid discussion about change with Kareem Weaver, co-founder of FULCRUM Oakland: Full and Complete Reading is a Universal Mandate. FULCRUM’s goal is to ensure that every Oakland child is an 'on-time' reader provided with full LITERACY: a fundamental civil right, a powerful protection from the school to prison pipeline, and the cornerstone for a life of choice and fulfillment. In this episode, Kareem discusses the change he is fighting for and the elements he believes are necessary to make it happen. 

Related Episodes

• Ep. 19: Getting at the Root of the School to Prison Pipeline with NCTQ President, Kate Walsh 
• Ep. 82: [CLEAN] Minneapolis Public School Parents: Accepting Nothing Less Than Evidence-Based Reading in Schools 
• Ep. 100: Trauma and Reading with Dr. Steven Dykstra 

Resources

• FULCRUM Oakland: Full and Complete Reading is a Universal Mandate

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We want the shift to reading science to be permanent, not perceived as another ‘educational pendulum swing.’ To do this, it’s necessary to recognize what worked and  didn’t work within balanced literacy. Today’s guests, UnboundEd’s Lacey Robinson and The Right to Read Project’s Margaret Goldberg, both shifted from teaching using balanced literacy (specifically Lucy Calkins’ Workshop Model, also known as Units of Study) to structured literacy and became powerful literacy advocates in the process. 

Resources

• Sold a Story podcast and other APM Reports by Emily Hanford
• The Right to Read Project 
• UnboundEd
• Seeing the Good in Balanced Literacy... and Moving On by Margaret Goldberg
• The Truth About Reading Film website (and trailer)

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