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Science of Reading Podcast Index

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As I listen to new podcast episodes related to the science of reading, I will add the most useful episodes to their respective categories. I hope you’ll come back to this page often as you find new experts to learn from! 

If you’re looking for a specific expert, you can search this page using Command-F on a Mac or Control-F on a PC.

Enjoy!
-Anna Geiger

Click a category to jump right to the related episodes.

ADVANCED/GIFTED/HIGHLY SKILLED READERS

Episode Podcast Summary
Dr. Amanda Nickerson discusses the importance of supporting gifted and highly advanced readers. Her study provides preliminary evidence that “providing explicit, advanced phonics instruction that’s beyond where Tier 1 instruction may be in that point of the year may be enjoyable for highly skilled readers and also has the potential to improve reading outcomes.” She explains that we should think of this data-based instruction as preventative, because gifted/highly skilled students who are not challenged may become bored and disinterested in school, leading to more serious problems. Every student deserves to be learning and growing. (1 h 4 m)
r. Nancy Young, creator of The Ladder of Reading & Writing infographic, explains why we need to challenge students who are advanced in reading and why research does not support the notion that they will be “just fine” regardless of their instruction. (44 m)

ALPHABET LEARNING

Episode Podcast Summary
Dr. Shayne Piasta shares what the research says and doesn’t say about how to teach the alphabet. (25 m)
Anna Geiger discusses what the research says about whether we should teach letter names or sounds first. (9 m)
In the first part of the episode, Dr. Shayne Piasta shares what we know from research when it comes to alphabet instruction and oral language. (53 m)
Dr. Shayne Piasta addresses common questions about teaching the alphabet according to what we know from research. What’s the best pacing? Should alphabet instruction be multisensory? Do articulatory gestures help students learn letters and sounds? An informative episode! (51 m)
Amie Burkholder shares how to help students master letters and sounds and learn them to automaticity. (22 m)
This is a highly informative episode in which Dr. Shayne Piasta discusses best practices for teaching alphabet knowledge, telling us what research says about teaching letter names and sounds, why teaching letter of the week may not be the most effective, and more. Love it! (45 m)

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Assessment

Episode Podcast Summary
This episode is perfect for anyone whose school has just adopted a universal screener such as Dibels 8 or Acadience, and they want to understand how to use the tools properly. Dr. Stephanie Stollar explains what the measures mean, how to use the screener results to group and teach students, and a lot more. She also explains why computer adaptive tests like MAP aren’t necessary when you’re using a good universal screener. (55 m)
Jan Hasbrouck discusses skepticism around the ORF assessment and why it’s actually a powerful tool for identifying students who are at risk. She also discusses where it came from, progress monitoring, and more. (57 m)
Anna Geiger explains why running records aren’t the useful tools she once thought they were. She shares what resources teachers can use instead and explains what to do if the school still requires the use of running records. (11 m)
Renata Archie discusses what early reading screening is, why it’s needed, and how it can inform instruction. (48 m)
Author Chester Finn discusses how the NAEP (the National Assessment of Education Progress) works, what it is and isn’t, and what benefits and opportunities it provides. (44 m)
Alisa Dorman and Kristen Biadasz discuss how Acadience Learning assessments can be used to support data-driven instructional decisions and improve student outcomes. (26 m)
Special education coach Rachel Beiswanger explains how she uses assessment data when deciding what to teach her students. She lists screening measures and specific things you can do if students are scoring below benchmark. (29 m)
In this powerful and jam-packed episode, Matt Burns shares how schools can help shape K-12 practice and improve literacy using existing data. (Love this one!) (27 m)
Una Malcom explains what universal screeners are and why and how to use them to reduce risk. She explains how they differ across grade levels and how they are different from running records. (1 h 3 m)
Dr. Susan Smartt helps educators make sense of what to do after assessment and how to best use the valuable data gleaned from those assessments to inform instruction. (27 m)
Dr. Ruth Kaminski, coauthor of Acadience Reading, discusses why educators should rely upon assessment for curriculum alignment, progress monitoring, and classroom planning. (25 m)
Jocelyn Seamer explains why benchmark assessment systems do not yield useful information, and why it’s important to use reliable and valid screeners like Acadience or Dibels instead. (19 m)
Rachel Beiswanger explains what a universal screener is, how to use diagnostic assessments, red flags that come up in assessment, and how to support specific literacy skills. (33 m)
Sean Morrisey, former school psychologist turned fifth grade teacher, walks us through the many different literacy assessments teachers administer. Which are useful, and which are a waste of time? He discusses computer adaptive tests, running records, universal screeners, and more. (44 m)

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AUTISM

Episode Podcast Summary
This episode includes conversations with a parent of a student on the autism spectrum and two autism experts: Dr. William Therrien and Lauren Haskins. They offer recommendations for improving student participation in the classroom. (28 m)

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Balanced vs. Structured Literacy

Episode Podcast Summary
Missy Purcell, a former balanced literacy teacher and mother of a child with dyslexia, explains how she learned that balanced literacy was faulty and why. She explains how her son finally learned to read with a structured literacy approach and why all students need this instruction. (56 m)
Dr. Pamela Snow discusses the arguments that keep resurfacing when educators are resistant to move away from balanced literacy. She debunks these common myths: that systematic phonics is just for Tier 2, that the goal of teaching reading is to teach kids to love it, that explicit teaching kills the love of reading, and more. A must-listen! (59 m)
Irene’s kindergarten son was attending a prestigious Manhattan public school. When he told her that the school wasn’t teaching him to read, she didn’t believe him. When she finally realized he was right, she set out on a challenging journey to save his academic life. You won’t want to miss this one!
Savannah Campbell clearly explains why leveled texts do not actually tell us if children are reading on grade level, why assessments like the DRA are not useful, and what we can do instead. (15 m)
At the end of the day, most leveled books are just … books. While we shouldn’t use leveled books as reading material for beginners, Michelle Sullivan shares six smart and practical ways to repurpose leveled readers so they align with structured literacy principles. (14 m)
Anna Geiger explains why, after years of prompting kids to use three-cueing, she finally changed her approach. (15 m)
Teacher and author Lindsay Kemeny shares 7 practical ways to bring the science of reading into the K-3 classroom. (26 m)
Savannah Campbell shares her journey from balanced to structured literacy and how to keep everything in the proper perspective: it’s all about the kids. (31 m)
Dr. Heidi Beverine-Curry, Chief Academic Officer of The Reading League, explains how she made the switch from balanced to structured literacy. (37 m)
Dr. Steve Dykstra discusses the Reading Recovery lawsuit against Ohio governor as well as problems with balanced literacy. This is a long episode, but it’s definitely worth a listen! (1 h 29 m)
Dr. Nathaniel Swain discusses the problems with balanced literacy and where to go from here. (40 m)
Dr. Wendy Farone shares what she wishes every teacher knew about teaching reading. (30 m)
Kate Winn shares what she’s doing differently to teach using reading science, what she’s learned along the way, and must-read book recommendations for teachers. (36 m)
Lyn Stone busts common reading myths and misconceptions, advocating for evidence-based structured literacy for all students. (42 m)
David and Meredith Liben began a whole language/balanced literacy school in the 90’s. They discuss their shift to structured literacy after their school had the lowest reading scores in the city. They discuss knowledge and skills instruction as well as how to help older struggling readers. (47 m)
Margaret Golderbg and Alanna Mednick discuss how their teaching has changed since they’ve learned about the science of reading. They compare balanced to structured literacy and describe how the four-part processing model relates to the simple view of reading. One of my favorites! (57 m)
Mitchell Brookins opens up about realizing everything he’d been doing wasn’t working and that he’d never actually learned how to teach kids to read. He sought out reading research and is now a science of reading advocate as he leads others. (46 m)
Dr. Reid Lyon discusses what we know about teaching reading, how children learn – including a discussion of whole language vs. phonics – and his response to educators what reading actually is and what methodology of teaching students to read is most effective. (1 h 10 m)
Elise Lovejoy began her career as a balanced literacy educator. After studying the research, she created her own decodable books and reading curriculum. (16 m)
Authors Jan Burkins and Kari Yates come from a balanced literacy background. They explain how they had to reexamine their core beliefs as they wrote the book Shifting the Balance. (25 m)
Sarah Paul is a reading interventionist who came from a balanced literacy background. She shares practical, engaging ways to implement structured literacy. (29 m)
Catherine Cook has been in education for decades; a former Reading Recovery teacher, she describes her journey to structured literacy and explains some of the resources she used in her classroom. (56 m)

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THE BRAIN AND READING

Episode Podcast Summary
Dr. Carolyn Strom shares an analogy that helps clarify the neural circuitry involved in language and literacy. (55 m)
Dr. Bruce McCandliss talks about how neuroscience helps us understand the changes going on in the brain of a child learning to read. He also shares his research into focusing students’ attention on letters and sounds versus whole words. (48 m)
This is a wonderful conversation between Dr. Carolyn Strom and Dr. Kathryn Garforth about what science tells us about how the brain learns to read. Very practical! (58 m)
Dr. Maryanne Wolf shares her knowledge and passion on how to help build a reading brain for all students. (57 m)
Dr. Carolyn Strom connects the science and story of the reading brain and offers strategies for educators and families to support reading development in children. (37 m)
Dr. Carolyn Strom explains three common misconceptions about learning to read and what we’ve learned from neuroscience. (46 m)
Dr. DJ Bolger helps listeners understand the dyslexia brain a bit better, shares how dyslexia is more than “one” thing, and provides helpful analogies and ideas for application. (44 m)
Dr. Nadine Gaab talks about how brains learn to read, debunks dyslexia myths, and connects the importance of early screening and intervention for dyslexia. (42 m)
Shanahan explores what brain science can and can’t tell us about reading instruction. (12 m)

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CHANGE AND IMPLEMENTATION

Episode Podcast Summary
As principal, Angie Hanlin led her former school from 13% to 100% reading proficiency by moving the focus from teaching to learning. She worked alongside her school teams with a relentless focus on data, mindset, and so much more. SUCH a powerful and inspirational story! (1 h 15 m)
Kareem Weaver is co-founder of FULCRUM Oakland; the goal of the organization is to ensure that every Oakland child is an “on-time” reader provided with full literacy. He discusses the change he is fighting for and the elements he believes are necessary to make it happen. (1 h 2 m)
Faith Borkowsky understands that patience and love are two key ingredients when it comes to helping teachers become open to learning more about the science of reading. A great episode for someone who feels alone on this journey! (33 m)
As a former balanced literacy teacher, Margaret Goldberg is a leader in the movement to help ALL students become successful readers. Her kind and respectful manner open the door wide open. (39 m)
Angie Hanlin shares how she made changes in her classroom, at the school, and district level, to bring proficiency levels from 13% to nearly 100%. She emphasizes the importance of training leaders so they can be instructional leaders, explains how to get teachers on board, and shares how they brought families on board through literacy nights and consistent communication. A must-listen! (44 m)
Dr. Ernie Ortiz discusses what it takes to change the way things have always been done. He shares how a side by side approach (rather than top down) is more supportive of schools and teachers. Great episode! (1 h)
Superintendent Brent Conway describes his role in shaping curriculum decisions, resource allocation, and policy changes. (25 m)
Dr. Kymyona Burk discusses how, as the former state literacy dector in Mississippi, she helped lead a statewide literacy improvement campaign. She discusses the policies, efforts, and collaborative journey that brought massive literacy improvements. (41 m)
Rouzana Komesidou is a researcher who studies implementation science. She gives an overview of what things schools should consider before implementing something, how leaders can support the process, and what things to avoid. (1 h 21 m)
Christina Winter shares how she moved from balanced to structured literacy and gives her best advice for getting started with the science of reading. (17 m)
Principal Ernesto Ortiz discusses how to understand when materials are meaningfully “research-based” and how his school made the shift to the science of reading. (38 m)
Jared Myracle, Chief Academic Officer, shares his district’s experience in adopting the science of reading and navigating the change management process. (40 m)
Principal Greg Clement explains how he transformed a school from the worst in the network to the second best within 12 months. He explains how he got buy-in from his staff and the community and his three-year action plan. (57 m)
Curriculum Supervisor Kelly Moran shares her journey of implementing a curriculum around the science of reading. She shares the steps her district took to reshape their instructional practices and the challenges they faced along the way. (38 m)
Kareem Wemaver discusses how to light a fire in a district or school site around evidence-aligned literacy instruction. Conversations with Kareem are always encouraging and inspiring! (52 m)
Natalie Wexler, Ernesto Ortiz, Dr. Carolyn Strom, and Susan Lambert discuss how educators can implement the science of reading through incremental change on all levels, from a classroom to entire districts. (57 m)
In this recording from the Plain Talk conference, Kareem Weaver talks about his involvement with The Right to Read film and discusses what needs to happen for more teachers and schools to embrace the science of reading. (There’s a lot in here – it’s such a great listen!) (59 m)
Kareem Weaver highlights the importance of meeting educators where they are and realizing that change can’t happen if teachers aren’t given the tools and support they need first. (GREAT episode!) (1 h 10 m)
This is an incredibly inspiring episode with Brittney Bills, Alli Rice, and Anilya Nayak. Each guest shares how they made a difference by applying the science of reading. A must-listen! (1 h 6 m)
Doug Reeves explains why implementation is not as simple as it sounds. He gives tangible advice for educators on what success looks like, how to define it for your school, and how to make it happen by focusing on one thing at a time. (43 m)
Donna Hejtmanek discusses why teachers are graduating from college without the skills they need to teach reading. She also talks about how her Facebook Group, The Science of Reading: What I Should Have Learned in College, is helping teachers all over the world to change their practices (38 m)
Margaret Goldberg discusses a class action lawsuit against California, which argued that state education officials failed to do anything about the state’s reading crisis. Goldberg shares the state’s new approach, exciting outcomes, and her experience watching literacy rates improve. (21 m)
Kristen Wynn, the State Literacy Director for Mississippi, shares the behaviors of effective literacy leaders and the way her team addressed the needs o the community to enact change. (1 h 10 m)
In this powerful episode, Dr. Louise Spear-Swerling identifies evidence-based practices that support structured literacy, in contrast to three-cueing and other elements of balanced literacy. (56 m)
Jocelyn Seamer offers advice for teachers who are applying the science of reading but find themselves alone in their efforts. (25 m)
Lindsay was a fierce balanced literacy advocate … until everything she knew didn’t help her son learn to read. Lindsay shares how educated herself and began tutoring her son, who has severe dyslexia. He’s now a successful, avid reader. (26 m)
Sam Duncan and Angie Hanlin discuss how they used their roles as superintendent and principal to bring incredible improvements in math and literacy to a (formerly) low-performing school in Missouri. This is a powerful episode with lots of specific examples of how they greatly reduced behavior problems and increased reading achievement. You’ll be inspired! (1 h 2 m)
Emily Hanford explains what led her to write about education and why some teachers are so resistant to learning about the science of reading. (36 m)
Cliff Jones walks listeners through how his district shifted from balanced literacy to teaching based on the science of reading. He explains how all teachers were educated and supported. (22 m)
Dr. Pamela Guilbault is a district superintendent who shares the changes in her district as they transition to a structured literacy approach. She highlights data based decision making, professional learning, providing intervention support, and collaborative problem solving. (1 h 15 m)
Pati Montgomery, founder of Schools Cubed, walks listeners through six key systems that are essential for improving literacy outcomes. This is a must-listen for anyone looking to implement the science of reading (and learning!) in a school or district. (39 m)

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COACHING TEACHERS & PROFESSIONAL DEVELOPMENT

Episode Podcast Summary
Dr. Margie Gillis shares how she and her team coach teachers using a prescriptive and research-based model called cognitive coaching. (29 m)
Dr. Daryl Michel, co-author of the book Student-Focusing Coaching with Jan Hasbrouck, discusses how to go about coaching in a way that will lead to strong student and coaching outcomes. (1 h 1 m)
Dr. Jennifer White discusses things to keep in mind when working with literacy coaches and teachers to support their skill-building in literacy instruction, data-driven instruction, and student-focused improvement. (39 m)
Tom Sherrington and Oliver Caviglioli have a high-level conversation about coaching teachers and how it’s very different from the traditional method of evaluating a teacher’s lesson a few times a year. (59 m)
Dr. Stephanie Stollar discusses the importance of on-going professional development for teachers and administrators. She and Dr. Kathryn Garforth discuss what teachers need to know about the simple view of reading, phonemic awareness, phonics, and more. (1 h 5 m)
Chrissy Beltran shares three moves literacy coaches should make at the beginning of the year to get things started on the right foot. (34 m)

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Comprehension

Episode Podcast Summary
Dr. Sharon Vaughn shares practical ways to promote reading comprehension. (29 m)
Jake Downs discusses what the research says about comprehension strategies and cautions listeners not to throw them out entirely in favor of knowledge building. This is an excellent, thought-provoking episode. (19 m)
Dr. Amy Elleman explains why building comprehension is so challenging and gives practical ways to teach the subskills that will enable students to make strong inferences.
Dr. Molly Ness explains how teachers can use think alouds to boost student comprehension. (38 m)
Savannah Campbell explains why it’s important to teach text structures and shares practical strategies and tips for teaching text structures – a must-listen! (13 m)
Dr. Tiffany Hogan shares the relationship between phonics and language comprehension. She also discusses knowledge as the result of systematic and explicit language comprehension instruction and gives information about DLD (Developmental Language Disorder), which is as common as dyslexia. This is a big topic which Dr. Hogan explains in a clear, understandable way. (1 h 6 m)
Dr. Tim Shanahan explains why reading comprehension strategies are important (they equip readers with purposeful actions they can do to help them understand a text). He also discusses the importance of knowledge building.(10 m)
Dr. Hugh Catts talks about the role knowledge plays in reading comprehension, the interaction of knowledge the text demands vs. the knowledge a student brings to a task, and the implications of knowledge in instruction and assessment. (56 m)
Dr. Nancy Hennessy maps out the cognitive and linguistic processes that underpin comprehension. She also discusses the complex interaction between a reader’s knowledge, the text itself, and the author’s intent. (1 h)
Brent Conway shows teachers how to rethink reading comprehension when shifting away from balanced literacy. (31 m)
Dr. Daniel Willingham and Barbara Davidson discuss knowledge and vocabulary as critical components of reading comprehension. Willingham shares research on the role of knowledge in comprehension, and Davidson highlights strong curricula and resources related to knowledge-building ELA. (1 h 1 m)
Dr. Peter Afflerbach explains that with practice, strategies require less deliberate attention. When strategies become effortless and automatic, the reading strategy has become a skill. He emphasizes that the movement toward knowledge building is important, but we need to continue to teach reading strategies as well. (1 h 3 m)
Dr. Tim Shanahan discusses why we should teach strategies (in moderation), the importance of building knowledge, the difference between skills and strategies, and more. (1 h 3 m)
Dr. Nancy Hennessy discusses her book, in which she helps teachers understand the complexities of teaching reading comprehension. (36 m)
Dr. Sonia Cabell shares the importance of oral language and content knowledge instruction. Oral language skills underline our ability to comprehend text, and the knowledge we bring to a text is THE key determinant in how much we understand that text. (1 h 4 m)
Dr. Doug Fisher discusses the intricate ties between vocabulary, comprehension, and prior knowledge. Lots of great food for thought! (46 m)
Dr. Leslie Laud chats with the hosts about the importance of reading comprehension strategy instruction and whether or not a knowledge rich curriculum will lead to gains. (1 h 8 m)
Starting at about 20:25, Margaret Goldberg tells why, in addition to phonics, we need to also focus on the comprehension strand of the science of reading. (45 m)
Anna Geiger shares how to make a whole-class reading comprehension lesson interesting, engaging, and useful for all students. (9 m)
Robert Pondiscio 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. (57 m)
Jake Downs discusses Kintsch’s CI (construction-integration) model of reading comprehension and why he feels it’s the most complete and fully developed. He compares it to the Simple View of Reading and Scarborough’s Reading Rope. A lot to think about! (32 m)
Robert Pondiscio discusses the knowledge gap, how it will only increase as students move through grades, and how to start correcting it. (42 m)
Anne Lucas discusses the complexity of comprehension, why it’s difficult to teach, and specific sentence-level skills which improve overall comprehension. (32 m)
Dr. Ray Reutzel discusses Kintch’s construction-integration model. He addresses background knowledge, micro structure and macro structure, and creating a situation model. Part 2 talks about what close reading should really mean, moving information into long term memory, and building a full model of comprehension rather than teaching random strategies. Lots of things to think about! (34 m & 36 m)
Natalie Wexler talks about her book, The Knowledge Gap, and how a knowledge-based curriculum can bring equity into the classroom. (39 m)
Researcher Sonia Cabell shares findings from her research on content-rich literacy curricula and whether activating students’ background knowledge alongside explicit phonics instruction is more effective than traditional approaches. (53 m)
Researcher Dr. Jane Oakhill emphasizes the importance of inferencing in comprehension, why the Simple View of Reading is still relevant, and how each element of Scarborough’s Reading Rope comes together to deconstruct the complexity of reading. (52 m)
Michelle Sullivan, a literacy coach, shares what background knowledge is, why it’s important, and five ways teachers and build background knowledge in the classroom. (27 m)
Susan Neuman shares five research-based principles to build knowledge networks in literacy instruction. Great episode! (41 m)
Kate Cain discusses language structures and their connection to reading comprehension. (47 m)
Lynn Givens discusses how the science of reading is about more than phonics. She discusses how fluency relates to comprehension, how to do interactive read alouds, and going beyond surface-level comprehension. (50 m)
Nathaniel Hansford discusses what meta-analyses show for best practices in teaching reading comprehension. (29 m)
Four of the panelists who wrote the IES guide, “Providing Reading Interventions for Students in Grades 4-9), discuss what we know about teaching reading comprehension in upper elementary and middle school.
Jake Downs breaks down schema theory, the Simple View of Reading, and Scarborough’s Reading Rope. He explains what each model communicates as well as where it’s unclear. (36 m)
This was a fabulous episode with Dr. Timothy Shanahan, Dr. Hugh Catts, Dr. Mitchell Brookins, Dr. Jennifer Buckingham, and Dr. Nell Duke. They discuss the simple view of reading, the role of comprehension strategies, knowledge building, and more. A must-listen! (1 h 34 m)
When our students struggle with comprehension, it may be that we need to go all the way back to the sentence level. In this episode, Nancy Hennessy discusses many different ways that teachers can help improve students’ sentence comprehension. You may want to take notes!

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Complex text

Episode Podcast Summary
Meredith Liben and Sue Piminetel describe what an evidence-based model for text-centered instruction could look like. They discuss why it’s important to give all students access to complex text. (1 h 12 m)
Dr. Tim Shanahan cautions teachers to avoid four common errors when teaching with complex texts. (9 m)

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CURRICULUM/PROGRAMS

Episode Podcast Summary
Margaret Goldberg discusses her journey from balanced literacy to learning about the science of reading and how to be a critical user of the curriculum. (1 h 15 m)
Catlin Goodrow debunks common assumptions about high-quality curricula. She also addresses the resistance some teachers have to following a curriculum. Such an interesting conversation! (47 m)
Superintendent Dr. LaTonya Goffney recounts her two-year journey with her team of district educators to adopt a new early literacy curriculum. Before choosing the curriculum they studied the science of reading, analyzed student data, and developed a district-wide set of beliefs and expectations. (44 m)
Emily Hanford discusses the science of reading and why many curricula don’t align. She’s also clear that adding phonics isn’t a cure-all; ALL of the curriculum should be research-based. (41 m)
Jocelyn Seamer explores the role of curricula in literacy instruction, and she shares considerations for using them in the classroom. Good food for thought! (19 m)
Jocelyn Seamer provides a checklist that will help teachers determine whether or not their curriculum is aligned to the science of reading. (29 m)
Reena Mathew was the reading interventionist at a balanced literacy school. She shares how she helped her school make the switch to the UFLI phonics program. They’ve had so much success that the program will be implemented across the district. (29 m)

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DECODABLE TEXT

Episode Podcast Summary
Teachers debate whether there’s any room for using leveled books with beginning readers. (37 m)
First grade teacher April Evans shares how she uses Tier 1 foundational skills assessment data to make decisions about small group time, what happens during small group instruction, and how all students have access to readable, knowledge building texts. Such an interesting episode! (49 m)
Jocelyn Seamer discusses the importance of decodable texts in the early years and why they are a temporary tool. (41 m)
Dr. Julia Lindsay busts common myths about decodable text. (31 m)
Dr. Heidi Ann Mesmer discusses the research on decodable text and dos and don’ts for classroom practice. Super interesting! (51 m)
Elise Lovejoy, creator of Express Readers, discusses what makes text decodable, what makes quality decodable texts, the purpose of decodable texts, and how to use them in the classroom. (52 m)
The hosts discuss decodable texts, their value, how to transition out of them, and how to include other types of text in instruction; they also share specific stories from the classroom about how students found success with decodables. (31 m)
Rachel, a first grade teacher, explains what decodable texts are, why they’re important, and when to move on. (33 )
Catherine Young Morris discusses the importance of decodable text for beginning readers. (58 m)
Jocelyn Seamer shares her perspective on when to discontinue the use of decodable texts with beginning readers. (16 m)
Dr. Amy Murdoch discusses the importance of text in reading instruction for beginning readers and older struggling readers. She shares specific recommendations based on the goals of reading instruction and intervention. (25 m)
Amie Burkholder discusses what decodable texts are, who needs them, and how to best use them in the classroom. (24 m)

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Dialect and oral language variation

Episode Podcast Summary
Dr. Julie Washington discusses the relationship between oral language variation and reading ability as well as issues around instructional practices and poverty. (1 h 16 m)
Jasmine Rogers delves into her research on dialects and best practices for structured literacy instruction. (37 m)
Dr. Julie Washington discusses linguistic variety and dialects as difference, not error, and how to best support all students as they learn to read. (58 m)
Mitchell Brookins explains how language variants affect how we teach reading to African American students. He discusses the key features of African American English and how it differs from General American English. He also shares how to use this information to empower our students. (58 m)
Dr. Julie Washington discusses her research on language variations. She shares resources for educators to better understand these variations and emphasizes the importance of differentiated instruction and high expectations for all students. (54 m)

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Differentation

Episode Podcast Summary
This is a fantastic conversation in which Young and Hasbrouck explore Young’s infographic, unpacking the complexity of learning to read and write in English and offering suggestions for differentiation so that all students’ needs are met. The episode highlights the roles of classroom organization and data-driven grouping. Lots to think about! (55 m)

Digital reading & Technology

Episode Podcast Summary
Researchers Lauren Trakhman and Patricia Alexander discuss their research surrounding digital text. They also discuss ways teachers can help students better comprehend digital texts. (52 m)
Dr. Louisa Moats discusses her thoughts about digital fatigue, the power of print, in what ways teachers and students should be trusted to select what they read, and more. (29 m)
Dr. Tim Shanahan reveals that neither children nor adults read digital text very well and explains what to keep in mind when teaching kids to read digital text. (10 m)

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DLD (developmental language disorder)

Episode Podcast Summary
Dr. Tiffany Hogan helps listeners understand DLD – a condition characterized by a person having difficulty using or understanding language. Learn hallmark indications, best practices for screenings and interventions, and available resources. (58 m)
Dr. Tiffany Hogan discusses the fundamental aspects of language and specific language difficulties in children with DLD. She shares the top myths surrounding DLD and explains how SLP’s and classroom teachers can work together to remediate and support children with DLD. (34 m)
Dr. Lydia Soifer offers practical ways to develop oral language, especially with children with developmental language disorders. She shares many great examples as well as tips for asking better questions. SO GOOD! (50 m)

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DYSLEXIA

Episode Podcast Summary
Dr. Richard Gentry discusses dyslexia in an entertaining and informative way. He shares his personal story of overcoming dyslexia, how dyslexia affects people, and how teachers can help students with dyslexia. Such a great episode! (1 h 9 m)
Dr. Jack Fletcher discusses important criteria for diagnosing someone with dyslexia, the danger of the wait-and-see approach, how to give instruction to students with dyslexia, and why dyslexia is not actually a gift. Great episode! (44 m)
Heather O’Donnell shares the signs of dyslexia and what do if you suspect it. (21 m)
During the first 30 minutes of this episode, Jessica Hamman of GLEAN Education discusses her deep knowledge and experiences with dyslexia. (50 m)
Emily Gibbons and Casey Harrison discuss the power of saying dyslexia and what that means for helping students move toward self-advocacy. An interesting episode! (50 m)
Shannon Betts and Mary Saghafi discuss misconceptions around dyslexia and what teachers can do to help. (39 m)
Parent advocate Brett Tingly, who has a child with dyslexia, shares how to harness parent energy to address the legal and moral responsibility of school districts to teach children how to read using science. (54 m)
The hosts share their experiences identifying students who may need evaluation and support services and tips for talking to families about helping their children. (34 m)
Dr. Louise Spear-Swerling discusses the various instructional approaches for teaching reading and how structured literacy differs from typical instruction to more effectively meet the needs of students with dyslexia. (35 m)
Dr. Sally Shaywitz discusses a longitudinal study (40+ years!) and what it’s taught us about dyslexia. She also uncovers the biggest myths surrounding this learning disability. (45 m)
As someone with dyslexia himself, Dr. Tim Odegard brings a unique perspective. He debunks the idea of “the gift of dyslexia,” discusses neurodiversity, and talks about what needs to be done to change the system. (50 m)
Emily Lutrick, a Dyslexia Coordinator, examines the facts and myths surrounding dyslexia, discusses how early is too early to screen for it, and how to identify the signs and risk factors. She also discusses what educators and parents can do to help students after school. (40 m)
Emily Gibbons and Casey Harrison dive into specific word attack strategies for older students with dyslexia. (40 m)
Emily Hanford discusses how American schools continue to shy away from the word “dyslexia” and teach students with reading approaches not backed by scientific evidence. She discusses how we can help these students and what kinds of instruction are most helpful. (46 m)
Dr. Roland Good (of Acadience Learning) discusses dyslexia screening. He talks about how to use data to pinpoint the signs of dyslexia and create a roadmap to success. (33 m)
Emily Gibbons and Casey Harrison, as dyslexia tutors, share their perspective and give actionable tips for working with older students with dyslexia while being mindful of the social-emotional piece. ( 1 h 3 m)
Dr. Nadine Gaab chats about early screening and supporting students with reading difficulties. (24 m)
From about 8 minutes to 16 minutes, Dr. Devin Kearns talks through the myths surrounding dyslexia, and why they’re not based on research. (31 m)
Dr. Lindsay Dogali specializes in psychological testing for children. She explains what dyslexia is, if there’s a cure for it, the signs or red flags in early childhood, and much more. (31 m)
This an inspiring conversation with Ameer Baraka, an author and Emmy-nominated actor whose (undiagnosed) childhood dyslexia impacted his life. While incarcerated, he transformed his life and is now a speaker and dyslexia advocate. (33 m)

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English language learners

Episode Podcast Summary
Diana Burchell discusses whether structured literacy is appropriate for multilingual learners, whether or not screening and intervention support English language learners, and what research tells us about the literacy development of Syrian refugees. (34 m)
Dr. Claude Goldenberg explores the essential process of teaching English learners to read by developing a bank of sight words and providing additional support alongside phonology and orthography. He also debunks the myth that the science of reading only applies to monolingual English speakers. (56 m)
Elizabeth Jiminez Salinas discusses the superpowers of being bilingual and gives practical strategies to implement in the classroom to help all English learners. (56 m)
Dr. Elsa Cardenas-Hagan shares what it means to use evidence-based instruction to teach English learners. She asserts that every language has its own history, culture, and use. Language supports literacy, and literacy supports language. (1 h 4 m)
Elizabeth Jimenez discusses the history of teaching English learners in America and (beginning at about 34 m) gives practical suggestions for teachers who are working with English learners in the classroom. A jam-packed, helpful episode! (1 h 1 m)
Author and bilingual speech therapist Elsa Cárdenas-Hagan discusses how teachers can make connections between students’ home languages and English to give students tools to better understand English. (1 h 6 m)
Biliteracy expert Dr. Lillian Durán explains the difference between bilingual and biliterate and describes the key advantages of being bilingual. She encourages teachers to prioritize the development of students’ home languages alongside English instruction. (33 m)
Dr. Doris Baker gives practical advice on how to include English language learners in core instruction, explains how critical it is to provide students with opportunities to engage in sophisticated conversations, and describes how educators can include parents in their children’s language learning. (41 m)
In this fascinating episode, Dr. Desirée Pallais-Downing explains the differences between Spanish and English and offers advice for non-Spanish speakers and the best ways to support Spanish speakers. (44 m)
Dr. Antonio Fierro talks about the knowledge he’s gained from working with educators across the country in the science of reading, including the crucial knowledge educators need to work with English language learners. (35 m)
This is jam-packed episode in which Dr. Elsa Cárdenas-Hagan and Dr. Anthony Fierro talk about the importance of structured language teaching for English learners, the need for teachers to understand how English works, how to scaffold instruction for English learners, and a lot more. (34 m)
Dr. Elsa Cárdenas-Hagan discusses the structure of the reading brain, the importance of vocabulary and background knowledge, and the reading-writing connection from oral to print language – all in the context of teaching English learners. (56 m)
Dr. Timothy Shanahan explores the research on phonics teaching to English learners. (9 m)
Dr. Claude Goldenberg and Dr. Louisa Moats explore the universals for teaching children to read in any language, and what science tells us about students learning to read in a language that is not their first They explore common debates being resolved within the EL teaching community and how to ensure the best literacy learning for every child. (59 m)

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Executive Functioning

Episode Podcast Summary
Dr. Mark Bertin shares the research underlying executive functioning in children. He offers tools for parents and educators to support children’s executive functioning skills as well as provide interventions for kids with deficits. (35 m)
Dr. Kathryn Garforth gives a comprehensive presentation about what executive functioning skills are and how to specifically help students who have needs in this area. (53 m)
Marisa Ware defines executive functioning, explains why it’s important for reading success, and gives teachers specific strategies for teaching it. (28 m)
Shannon Betts and Mary Saghafi break down what executive functioning means and why it’s important for educators to understand it. (8 m)
Leslie Lausten discusses how problems with executive functioning (planning, organizing, cognitive flexibility, working memory, and inhibition) can affect reading comprehension. (26 m)
Dr. Kelly Cartwright talks about her work around executive functioning skills and the ways these skills undergird reading engagement and comprehension. (29 m)
Dr. Kathryn Garforth discusses the relationship between executive functioning and literacy development. Very interesting! (1 h)

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EXPERT INTERVIEWS (WITHOUT A SINGLE THEME)

Episode Podcast Summary
Dr. Louisa Moats reflects on her background and the people who most influenced her work. She discusses her thoughts about the state of where we are in literacy achievement and the directions we can take to get it right. (1 h 2 m)
Dr. Jennifer Buckingham addresses current controversies in the structured literacy world: teaching letter names or sounds first, the speech to print debate, irregular word reading, syllable types, skills vs. strategies, and more. Love this! (1 h 4 m)
Lyn Stone addresses a number of misconceptions about teaching literacy and gives many practical tips for teachers. Any episode with Lyn Stone is worth taking time for! (1 h 2 m)
Dr. Jan Hasbrouck explains what the science of reading is and the role of structured literacy in teaching children to read and write. She discusses considerations for schools as they shift to an evidence-based model and gives advice for parents about how to support their children and push for change. (1 h 7 m)
Dr. Tracy White Weeden talks about how to help educators build their knowledge and set up systems to ensure student success. Such an inspiring episode! (48 m)
Dr. Timothy Shanahan talks about his early influences as a teacher, his work in Chicago Public Schools, the work he did with the National Reading Panel, and what he sees as the work left to do in our profession. (1 h 4 m)
Lyn Stone and Dr. Kathryn Garforth discuss many aspects of teaching reading, including attention to working memory and RAN. They talk about the importance of systematic, synthetic phonics, morphological awareness, orthographic mapping, and a whole lot more. (56 m)
Dr. Jeannine Herron, a neuropsychologist, discusses her work and life. Her main point is that writing should serve as the road to reading for beginning readers. (1 h 22 m)
Dr. Daniel Willingham explains how cognitive science relates to education. He covers multiple topics include the myth of learning styles, reading comprehension strategies, and more. (1 h 3 m)
Donna Hejtmanek, creator of the What I Should Have Learned in College Facebook group, discusses misunderstandings around the science of reading and how her group is spreading knowledge of the science of reading around the world. (57 m)
Dr. Pam Kastner discusses her work and leadership in many different areas, including her participation on the statewide MTSS team. (55 m)
Margaret Goldberg, teacher and co-founder of The Right to Read Project, is always full of wisdom about teaching reading using what we’ve learned from research. She discusses the difference between balanced and structured literacy along with other topics. (38 m)
Dr. Nell Duke discusses what research tells us about three cueing, phonics instruction, causes of reading difficulty, decodable text, and more. A very interesting episode! (1 h 25 m)
Susan Ebbers shares research surrounding learning to read. She discusses how research supports the intertwining of phonology, orthography, morphology, and vocabulary. A significant portion of this episode is focused on the value of decodable text. (47 m)
Lyn Stone gives an overview of the key elements involved in teaching reading. As always, Lyn Stone is both entertaining and informative! (1 h 36 m)
This is an inspiring conversation with Lacey Robinson, president and CEO of UnboundED. She works tirelessly to enable educators to accelerate their impact in the classroom. (57 m)
Dr. Jan Hasbrouck shares her fascinating history as a researcher, educational consultant, and author. Any episode with Jan Hasbrouck is worth a listen! (1 h 13 m)
Laura Stewart discusses evidence-aligned instruction to support universal understanding around the science of reading. She also discusses how practice can transform belief to help our students live a literate life. (55 m)
Dr. Maryanne Wolf discusses the science of reading beyond phonics, gives a plea to preserve deep reading, and talks about literacy and screens. (1 h)
Dr. Tracy Weeden shares the beautiful story of her literacy-rich childhood. She also discusses the important leadership work she does as president and CEO of Neuhaus. An inspiring episode! (53 m)
Lindsay Kemeny, author of 7 Mighty Moves, given seven practical tips teachers can follow to apply the science of reading to their teaching. (30 m)
Kevin Wheldall and Dr. Robyn Wheldall discuss early research on Reading Recovery, the importance of explicit instruction, the power of scripted reading programs, behavior management, and so much more. So much food for thought! (1 h 16 m)
Dr. Nathaniel Swain emphasizes how intense the teaching profession is as well practices that work well for nearly everyone. He discusses the importance of explicit, direct instruction when teaching literacy skills. Any episode with Dr. Swain is worth a listen! (1 h 14 m)
Dr. Sharon Vaughn discusses reading anxiety and how to improve reading for students at the school and classroom level. (40 m)
Dr. Julia Lindsey shares what evidence says that young readers need to know to help them decode words efficiently. She also discusses oral language, print concepts, and multisyllabic word reading. (1 h 10 m)
In this 2-part episode, Dr. Julia Lindsay discusses the role of instruction and how that pushes children to be better instead of keeping at the same place. She talks about decoding, decodable texts, sound walls, and more. Listen to both parts! (47 m & 38 m)
Emily Hanford unpacks her journey into reporting on literacy instruction, how Sold a Story was made, and how she responds to critics. (50 m)
Harriet Janetos, author of From Sounds to Summary, and Anna Geiger discuss how to apply research to everyday teaching. This is a very practical episode with specifics about how to apply research to daily literacy routines.

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Explicit Instruction

Episode Podcast Summary
Dr. Anita Archer discusses how explicit instructional relates to instructional content and design, effective delivery, feedback, practice, and more. (One of my favorite episodes!) (1 h 6 m)
This is an fantastic episode with Dr. Marcy Stein, who explains Project Follow Through and Zig Engelmann’s Direct Instruction programs. The episode is about using well-designed instructional materials and addresses myths and misconceptions around Direct Instruction. Love this one! (1 h 3 m)
Dr. Sheila Clonan discusses her work with identifying dyslexia in children. She explores the mental and emotional effects of learning to read with dyslexia and gives practical advice on how to support and encourage children. (54 m)
This is a fascinating conversation with three incredible teachers who were on the ground with Project Follow Through. Listen to find out about what this experiment proved about the effectiveness of Direct Instruction, and why this information isn’t more widely known. (1 h 3 m)
Dr. Anita Archer discusses the importance of explicit instruction and how it promotes achievement for students of all reading levels. SUCH a great episode! (49 m)
Dr. Anita Archer discusses the importance of explicit instruction, behavior management, and literacy instruction that serves all students. (1 h 21 m)
Anna Geiger shares simple ways to get everyone to participate during class. (5 m)
Dr. Anita Archer explains the power of explicit instruction with specific examples. Another power-packed episode! (1 h 37 m)
Dr. Nathaniel Swain discusses the problems with the constructivist approach and the need for teachers to teach materials explicitly and efficiently using findings from cognitive science. (53 m)
Anna Geiger explains what explicit instruction is and why it’s important for student success. (8 m)
Anna Geiger shares how to elicit frequent responses during lessons. Not only will this keep students engaged, but research tells us this will help them better master the information. (7 m)
Paul Black discusses recent reading research. He explains the difference between evidence and research-based, discusses phonemic awareness, and addresses the impact of teacher training in the science of reading. Great episode! (34 m)
Dr. Seth Parsons discusses the book he co-edited, called “Principles of Effective Literacy Instruction in K-5.” He discusses the importance of the classroom environment, the Big 5, explicit instruction, and more. (56 m)

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FIVE PILLARS

Episode Podcast Summary
Dr. Hugh Catts explains why the five pillars graphic can lead to confusions and false assumptions about how reading works, especially in the area of comprehension. He emphasizes that comprehension is best taught in a meaningful context. (16 m)

FLUENCY

Episode Podcast Summary
Dr. Nathaniel Swain shares SO many practical tips for practicing fluency in the classroom, such as choral reading and paired reading. He also shares how to integrate fluency into the reading block. SUCH an informative and practical episode! (1 h 5 m)
Dr. Melanie Kuhn talks about what fluency is, how to best assess and teach it, and ways to differentiate instruction in K-5 classrooms. (33 m)
In this very practical episode, Lindsay Kemeny and Lorraine Griffith discuss whole and small group fluency instruction in their classrooms and how it’s impacted student learning. Love this one! (53 m)
Dr. Tim Rasinski summarizes what research tells us about fluency and how to apply it in artful ways. (36 m)
Dr. Jan Hasbrouck shares tips and tricks for how to best assess and teach fluency. She also debunks fluency misunderstandings and explains the scientific evidence that underlines the Hasbrouck-Tindal Oral Reading Fluency chart. (1 h 3 m)
Christopher Such discusses what reading fluency is, common misconceptions that teachers have, and what it looks like across different grade levels. He also touches on teacher workload, professional development, and reading comprehension. (1 h 27 m)
Dr. Shanahan explores the research that explains the importance of prosody in reading development and examines the most effective ways to teach it. (16 m)
Katherine Tevaarwerk shares how she explicitly teaches fluency during social studies and science. She explains how she uses choral and partner reading and goes into specifics about how she chooses partners and establishes rules and routines for practice. So practical!
Dr. Chase Young explains exactly how to implement reader’s theater. (34 m)
Dr. Tim Rasinski tells all about effective fluency instruction. He discusses how repeated reading builds fluency, why text difficulty impacts fluency practice, and what accuracy, automaticity, and expression sound like. (1 h 12 m)
Dr. Jan Hasbrouck defines fluency and explains why it’s not just about speed. (25 m)
Nathaniel Hansford discusses the findings of his meta-analyses on repeated readings as a reading fluency instructional strategy. So interesting! (52 m)
Dr. Jan Hasbrouck discusses the origins of ORF and why it’s just a thermometer; teachers need to do more to find the root of the problem. (28 m)
Dr. Chase Young discusses what fluency interventions to use in whole class and which ones work best in small groups or one-on-one. He primarily discusses Readers Theater (Part 1) and the impress method (Part 2). (29 m & 25 m)
Stephanie Summers, Shannon Betts, and Mary Saghafi discuss what skills go into fluency and how to work on fluency with readers. (47 m)
Dr. Jan Hasbrouck unpacks fluency – what it is, how educators can provide instruction that supports reading fluency, and common misconceptions. (51 m)
Tim Rasinski discusses the aspects of good fluency instruction, what constitutes fluency, and how reading speed is correlated to word recognition and automaticity. (42 m)
Jen Yagid and Wendy Darasz define fluency and its components, explain why fluency is important, and discuss how to assess it. (26 m)
Dr. Tim Rasinski discusses ways to bring the art of teaching to the classoom, especially as it relates to building fluency through Reader’s Theater, the Fluency Development Lesson, and more. (40 m)
Tim Rasinski, Melanie Kuhn, Young-Suk, Kim and Bill Therrien to discussion best practices in fluency instruction. They discuss the importance of connected text reading, repeated reading and wide reading, the importance of feedback, fluency assessment, and the importance of scaffolding challenging text when building fluency. (61 m)
Dr. Tim Rasinski chats with the hosts about the importance of fluency within the science of reading. He shares why repeated reading is valuable and why it’s important to make time for building fluency. This episode also includes a discussion about when to being fluency instruction (a controversial topic). (59 m)

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GUIDED READING

Episode Podcast Summary
Dr. Kathryn Garforth and Deirdre O’Toole discuss why the guided reading model is not based on research. (1 h 23 m)
Jocelyn Seamer explains why it’s tough to let go of guided reading (which is not based on the science of reading) and what to do instead. (24 m)
Dr. Tim Shanahan lists the problems with guided reading and leveled books, but explains why he would still use them and why banning particular practices and tools is not the right solution. (16 m)

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Handwriting

Episode Podcast Summary
In the second part of the episode, Van Cleave discusses what research says about teaching handwriting and why it’s important. (41 m)
Laura Stewart discusses how handwriting supports the science of reading and gives specific strategies educators can use immediately to build handwriting into their daily lessons. (39 m)
Stacy Hurst, Lindsay Kemeny, and Donnell Pons discuss how and why to teach handwriting. (38 m)
Candi Sellars shares the importance of handwriting and how it is a crucial part of instruction. She shares specific details for body and hand position as well as tips for handwriting practice. (38 m)
Dr. Kit Mohr discusses how and why teachers and interventionists should include handwriting instruction in their classroom. (38 m)
Emily Gibbons and Casey Harrison discuss the role handwriting should have in classrooms as well as the importance and some of the benefits of cursive handwriting. They look at developmental stages and offer teaching tips. (51 m)
Should we teach students to write upper or lowercase letters first? What’s the best routine for practicing handwriting? How much time should students practice handwriting each day? Dr. Shawn Datchuk shares what the research says (and doesn’t say) about these questions and more! (50 m)

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Higher education

Episode Podcast Summary
Dr. Carrie Pfeifer shares how her structured literacy clinic and redesigned coursework prepare future reading teachers at Bethany Lutheran College. Students get hands-on tutoring experience while mastering evidence-based teaching methods. It’s a win for everyone! (32 m)
Donna Hejtmanek, creator of the Facebook group “Science of Reading-What I Should Have Learned in College,” discusses the role higher education plays in equipping teachers with the right training and tools. (40 m)
Dr. Amy Murdoch discusses how she’s seen the science of reading interest escalate, shares her hope for the future of reading science in schools, and offers advice for those exploring an advanced degree rooted in reading science. (43 m)
Dr. Pam Snow discusses why balanced literacy is still taught in colleges and universities. When you understand the problem, you’re in a better position to solve it! (55 m)

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HIGH SCHOOL & BEYOND

Episode Podcast Summary
Sherry Sousa and Julie Brown developed a secondary intervention that WORKS and is totally doable. Listen to find out how they helped struggling high school readers learn to read using structured literacy. So inspiring! (57 m)
Leslie Zoroya and Jessica Sullivan delve into the issues facing older, struggling readers, and how the science of reading applies in a secondary setting. (1 h)
In the first of a 2-part series, Dr. Jeffrey Wilhelm shares research and recommendations for increasing the literacy lives of high schoolers. (33 m)
Laura Axtell discusses the research on juveniles and adults including the causation between reading difficulties and crime and options for providing more successful intervention to this population. (32 m)
Deidra Mayberry was a struggling reader growing up; now she brings attention to adult literacy as a critical issue in her society. She also shares inspiring stories her nonprofit which builds literacy skills in adults. (30 m)
David Liben discusses how to improve reading for older students. He shares how teachers can address foundational skills and fluency for older readers, whether or not decodables are appropriate for older students, the role of independent reading, and more. This is Part 1; be sure to catch Episode 90:Part 2 as well! (33 m & 43 m)
Janel Keller teaches high school freshmen who lack basic reading skills. She describes the phonics intervention that she provides for these students. (49 m)
Dr. Sharon Vaughn and Dr. Jeanne Wanzek discuss the research on adolescent and upper-grade literacy, improving interventions with additional components, weaving literacy throughout the school day, and Tier 1 instruction. (57 m)

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INDEPENDENT READING

Episode Podcast Summary
Faith Borkowsky, Judy Boksner, and Mary McCool debate whether independent reading is a valuable use of class time. (28 m)
Since research does not support use of independent silent reading in the classroom, Jocelyn Seamer offers alternatives. (17 m)

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MORPHOLOGY & ETYMOLOGY

Episode Podcast Summary
The episode begins with an examination of using set for variability and heart words as strategies for learning “irregular” words, with an acknowledgement that different methods may work better than others depending on the word. Next, Dr. Colenbrander explains what we know about morphology instruction from research – mainly that it has a big impact on spelling, but that it’s harder to track gains on word reading and comprehension. She also shares her views on the structured word inquiry approach and what we know from research in using that approach with young children. Fascinating listen!
Sarah Paul is a reading interventionist who discusses what morphology is, how it supports reading and spelling acquisition, and when we should start introducing morphology concepts. (28 m)
Lyn Stone and Nathaniel Hansford have a fascinating and entertaining discussion about morphology and etymology, including Lyn’s three conditions that she believes should be met before introducing morphology. (36 m)
Emliy Conlan shows how and where morphology instruction fits into structured literacy instruction and the science of reading. The discussion provides easy ways to strengthen students’ word meaning knowledge at different grade levels. (43 m)
Jocelyn Seamer shows teachers how to fit morphology instruction into an already full literacy block – in grades K-6. (13 m)
This is a fascinating discussion between Nathaniel Hansford and Dr. Kathryn Garforth about the role morphological awareness can play in literacy instruction. A must-listen! (45 m)
Rachel Sorsel discusses English word histories and how they may inform how word is spelled. She gives practical ways to weave etymology and morphology into the primary grades. (1 h 6 m)
This is a technical discussion about morphology and morphological awareness with Julie Wolter. I recommend listening to this one after you have a little background knowledge about morphology.
Jocelyn Seamer shares thoughts on the role of morphology instruction and when to start teaching it (hint: start early!). (27 m)
Dr. Deb Glaser is an author, educational consultant, and professional development provider with a special interest in morphology. In this episode she defines morphology and explains how to teach it, beginning in kindergarten and moving through the grades. (46 m)
This is a fascinating conversation in which Dr. Kathryn Garforth and Lyn Stone discuss all things morphology – including ways teachers can teach it, starting in kindergarten. (62 m)
Sue Hegland is the author of Beneath the Surface of Words, an incredible book that will open your eyes to the sense behind English spelling. In this episode she helps listeners break through the complexity of English spelling and understand why it’s not such a mystery after all. (56 m)
If you’re looking for specific ways to teach morphology in the primary grades – starting in kindergarten – THIS is the episode for you. Fiona Hamilton breaks it all down for us, even giving us the exact words to say. This episode is a must-listen for any lower grades teacher who’s ready to get started with morphology instruction. (59 m)
Dr. Pete Bowers explains “structured word inquiry,” an exciting type of instruction that engages learners of all ages in making sense of our (surprise!) logical spelling system. In this episode, Dr. Bowers shares the research behind morphology, explains why words typically called “irregular” are usually not, and advocates for morphology instruction even with our youngest readers. (1 h 25 m)
Michelle Sullivan, of The Colorful Classroom, defines basic morphology terms and gives practical ways to begin morphology instruction across the grades. (45 m)

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MTSS & Intervention

Episode Podcast Summary
Anna Geiger explains how to use MTSS as a framework for implementing the science of reading. She discusses four types of assessment and explains what happens in Tier 1, Tier 2, and Tier 3 instruction. (11 m)
Stacy Hurst, Lindsay Kemeny, and Donnell Pons share their insights into making MTSS work to help students achieve reading proficiency. (34 m)
Dr. Brittney Bills explains what MTSS is and how it centers on prevention rather than intervention. She discusses avoiding burnout, learning to use data, and the process of ongoing improvement. (56 m)
Dr. Stephanie Stollar explains the importance of using screening data to reflect the effectiveness of Tier 1 instruction, how to use assessment data to form differentiated small groups, and how to avoid common mistakes that schools make when implementing MTSS. (34 m)
Jocelyn Seamer helps teachers determine why, even with a solid curriculum, Tier 1 instruction may not be working. Lots of good food for thought. (18 m)
Jocelyn Seamer explains why your Tier 2 instruction may not be as effective as it could be, and offers ways to ensure that everyone’s efforts result in great student outcomes. (22 m)
Savannah Campbell explains why the following are non-negotiables for reading intervention: matching the intervention to student needs, regular progress monitoring, reflecting on data, being consistent, and providing enough practice. (24 m)
Dr. Shelly Blackwell discusses her role as an MTSS support specialist. She also defines what MTSS is and how assessment should inform instruction in the different tiers. (54 m)

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ORAL LANGUAGE

Episode Podcast Summary
Martha Kovack discusses how to recycle old balanced literacy practices to build oral language fluency. (19 m)
Dr. Margie Gillis explains that one way to enrich children’s language experience is through the use of storytelling. Many studies have shown that children build vocabulary, use more complex sentences, and improve comprehension when frequently exposed to stories. She also discusses why students get more out of in-person read alouds than watching read alouds in YouTube. (58 m)
Dr. Pamela Snow discusses oral language in early childhood and across the school years, with a focus on its importance and role in developing reading skills. (53 m)
Dr. Rebecca Roland is a speech pathologist who shares the science and art of high quality conversations. Very interesting! (46 m)
Dr. Pamela Snow talks about the framework she’s developed called SOLAR: Science of Language and Reading. In this episode she outlines the important relationship between reading and language. (54 m)
Dr. Sonia Cabell discusses practical ways educators can develop students’ oral language skills and the importance of building content knowledge with our earliest learners. (53 m)
Dr. Lydia Soifer offers practical ways to develop oral language, especially with children with developmental language disorders. She shares many great examples as well as tips for asking better questions. SO GOOD! (50 m)
Dr. Elizabeth Sulzby talks about research studies she did with preschoolers in New York City years ago where teachers do repeated readings of storybooks and study children’s rereadings and retellings. (23 m)
Tricia Zucker and Sonia Cabell explain how teachers and parents can have multi-turn conversations between teachers and students. They explain how to scaffold up or down depending on the child’s first response. They also provide practical tips for implementing these conversations in the classroom or at home. (47 m)
Don’t have time to build oral language skills? Jocelyn Seamer shows you how to build them into what you’re already doing and offers specific oral language routines to incorporate. This episode is for you, no matter what grade you teach!

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Parent communication

Episode Podcast Summary
Literacy coach Crystal Lenhart shares a resource that clearly explains to families how the school is teaching reading differently according to reading science research. (34 m)

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PHONICS & DECODING

Episode Podcast Summary
Amie Burkholder shares 5 steps for dictation and what to do when students struggle. (13 m)
Devin Kearns explains why popular syllable division methods may not be the most efficient way to teach students to read longer words – and what to consider instead. (40 m)
Dr. Julia Lindsey discusses how to explicitly teach decoding so that phonics knowledge gets put to good use. (30 m)
Dr. Katie Pace Miles discusses exactly what happens when children learn to recognize words – with teaching tips included. (38 m)
Dr. Wiley Blevins talks all things phonics – from decodable books and syllable types to sound walls and differentiating phonics lessons. (49 m)
Stacy Hurst, Lindsay Kemeny, and Donnell Pons compare balanced literacy phonics instruction to phonics in a structured literacy classroom. They also walk through a recommended sequence for phonics lessons, along with the amount of time to spend on each element. (40 m)
Dr. Louisa Moats discusses the value of learning about our own language so we’re better able to teach phonics and learn from students’ misspellings. She discusses the reciprocal relationship between decoding and encoding and why both are essential to provide effective phonics instruction. (50 m)
Dr. Devin Kearns discusses why he doesn’t believe that most syllable types and syllable division strategies are worth teaching. He advocates flexible strategies instead. (1 h 13 m)
In the first part of the episode, Jocelyn Seamer talks about using chunking with children who are struggling to blend all the sounds in a word. (25 m)
Jessica Farmer shares details about her powerful small group reading instruction in first grade. (20 m)
Dr. Devin Kearns discusses how to help students read long words. He addresses both the polysyllabic and polymorphemic approach. A must-listen! (48 m)
Author Denise Eide explores how the English language works and the importance of spelling in developing better readers. She explains how understanding the reasons for spellings can transform teaching and learning. (40 m)
Anna Geiger explains what Orton-GIllingham is, whether or not it’s backed by research, and what critics have to say about this approach. (19 m)
Debbie Hepplewhite discusses how all phonics programs are not created equally and the important features to look for. She also discusses the importance of differentiation and many other topics in this informative episode. A must-listen! (1 h 14 m)
Anna Geiger shares six strategies for teaching children to read multisyllable words. (10 m)
Wiley Blevins discusses adjustments that teachers can make before or during their phonics lessons to better suit the learning levels of their students. Blevins also shares many other insights about teaching literacy. (62 m)
Timothy Shanahan explains that research doesn’t give us an order teaching phonics skills, but there are general principles to follow. (10 m)

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Phonological & Phonemic Awareness

Episode Podcast Summary
Amie Burkholder gives a quick introduction to phonemic awareness and why we teach it. (13 m)
Teachers Becky Pallone and Michael Hart discuss how their phonemic awareness instruction has evolved over time. They emphasize the importance of blending and segmenting and highlight the importance of incorporating letters in instruction. Excellent episode! (45 m)
Amie Burkholder shares practical ways to build phonemic awareness in active, hands-on ways. (11 m)
Christina Winter shares a quick summary of the research as well as debunking common myths. (18 m)
Anna Geiger explains why you don’t need a separate phonemic awareness curriculum – because you can fit phonemic awareness into your phonics lessons. (7 m)
Dr. Susan Brady helps us sort out the research and makes practical applications for teaching. (34 m)
From about 1:00 to 1:08, Dr. Linnea Ehri shares her thoughts on phonemic awareness instruction with and without letters, as well as her opinion about paying attention to articulation when learning phonemes. (1 h 31 m)
Nathaniel Hansford walks listeners through meta-analyses about phonemic awareness instruction. (52 m)
Dr. Kathleen Brown reviewed popular phonological awareness materials and compares them to the current consensus from the research. (1 h 20 m)
This is an excellent interview with Dr. Matt Burns, who explains that phonemic awareness is an outcome of skilled reading (not a precursor) and has a reciprocal relationship with reading. This episode is full of practical takeaways – highly recommended! (45 m)
This is a fabulous conversation in which Faith Borkowsky, Judy Boksner, Tiffany Peltier, and Marianne Rice discuss what research says (and DOESN’T say) about teaching phonemic awareness – including the importance of incorporating letters into phonemic awareness instruction. (59 m)
Christina Winter explains why phonemic awareness helps students learn to read, shares why we need to prioritize phoneme-level skills, why we should include letters in phonemic awareness instruction, and more. (30 m)

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POLICY CHANGE / LEGISLATION

Episode Podcast Summary
Dr. Kymyona Burk helps listeners understand how to implement and adapt to changes in state and countrywide policies on literacy instruction. (51 m)
Virginia delegate Corrnie Coyner and University of Virginia professor Emily Solari championed for a bill (now a law) that put $70 million toward changing colleges of education, professional learning for educators, and curriculum and materials to align with the science across Virginia. They explain how they accomplished this across party lines. Fascinating! (55 m)
Dr. Kymyona Burk describes the legislative process for creating educational policy, including writing and passing literacy legislation. She also shares what the results look like for states that have this legislation in place. (50 m)
Experienced teacher Mimi Stewart became a state senator in New Mexico. She takes listeners through the process of creating a piece of literacy legislation. (33 m)
Dr. Jennifer Throndsen tells how Senate Bill 127 came to be in Utah. She discusses what the bill included, the opportunities and challenges the bill provides when it comes to implementation, and advice for other states looking to enact literacy legislation. (38 m)
Dr. Kymyona Burk supports states pursuing a comprehensive approach to K-3 reading policy through successful policy implementation. She shares what she learned along the way, her method for scaling strategy, and how policy can influence student success. (54 m)
Dr. Reid Lyon explains how much of what we know about learning to read was known two decades ago when he was testifying before Congress. He reviews what went right and wrong with Reading First, and what he hopes for the future of the science of reading. (51 m)
A decade ago, Mississippi was ranked 49th in reading. Not anymore! Kristen Wynn, Mississippi’s state literacy director, walks through the policy change and subsequent steps that brought positive change. (36 m)

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PRESCHOOL AND THE SCIENCE OF READING

Episode Podcast Summary
Dr. Sonia Cabell shares five key research-based elements of early language and literacy instruction for young children. (42 m)
Dr. Erin Schryer discusses how she uses science-informed instructional practices for early literacy skills in her early childhood centers. She discusses interactive dialogic read alouds, incorporating nursery rhymes, teaching phonemic awareness, concepts of print, and more. (45 m)
In the first part of this episode, Dr. Timothy Shanahan discusses specific things to do in the preschool years to get children ready to read. (53 m)
Dr. Sonia Cabell shares practical ways that parents, caregivers, and teachers can help young children develop early language skills. One of my favorites! (40 m)
Faith Borkowsky discusses the importance of a multi-disciplinary approach to screening young children at risk for reading failure. She also talks about the things that should be happening in the preschool setting to get children ready to read. (50 m)
Dr. Pamela Snow discusses what the research says about early childhood development of language and literacy skills. (1 h 2 m)
Dr. Chenyi Zhang discuss how to think about writing with preschoolers and six best practices for integrating writing during morning meeting. (34 m)
Dr. Susan Neuman discusses what research has to say about play-based learning developmentally appropriate practice, and building oral language and vocabulary in preschool. (44 m)
When you understand the stages of early writing, you’re better able to support beginning writers. In this episode, Dr. Sonia Cabell reviews a framework for teachers to evaluate, support, and extend the writing that young children produce. This is a must-listen for preschool and kindergarten teachers! (31 m)

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RAND Reading Model

Episode Podcast Summary
Dr. Hugh Catts breaks down the RAND Model, a heuristic for thinking about reading comprehension. The model considers the reader, text, and purpose or activity of reading. The conversation also leads to how to properly assess comprehension, and the limitations of tests like the NAEP. (27 m)

READING ALOUD

Episode Podcast Summary
Dr. Molly Ness discusses the benefits of reading aloud to students, common misconceptions, steps for conducting a read aloud, and more. (51 m)
Dr. Molly Ness gives an overview of the research on read-alouds and lists the many benefits they provide students. She also lays out strategies for effective read-alouds and gives instructions for properly planning and implementing them. (41 m)

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THE READING WARS

Episode Podcast Summary
This is the first of a wonderful 8-part audio documentary from Iowa Reading Research Center about the history of the reading wars and where we are today with the science of reading. The episodes are both fascinating and entertaining- I highly recommend listening to all of them! Each one is about 30-50 minutes.
Anna Geiger explains what the reading wars are, how they began, and where we are today. (16 m)
Ashley Roberts, founder of the Dyslexia Initiative, talks about why she wrote a letter responding to the 58 “literacy experts” that appeared in the Hechinger Report. (1 h 7 m)
Journalist Emily Hanford discusses her 2022 groundbreaking podcast series exposing decades’ worth of failed strategies to teach children to read. (53 m)
This is an interesting discussion about the reading wars among educators from three countries. Anne Castles (Australia), Kate Nation (England), and Tiffany Hogan (United States) discuss the article that Castles and Nation wrote with Kathleen Rastle: Ending the Reading Wars – Acquisition from Novice to Expert. (57 m)
Dale Chu discusses the status of the science of reading in the U.S., the history of the reading wars, what works in current legislation, and how to improve implementation. (26 m)

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RUNNING RECORDS

Episode Podcast Summary
Faith Borkowsy, Judy Boksner, and Mary McCool debate whether we should use, adjust, or toss running records. (50 m)
Anna Geiger explains why running record isn’t the useful tool she once thought it was. She shares resources to use instead and what to do if your school requires that you use running records. (12 m)

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SCARBOROUGH’S READING ROPE

Episode Podcast Summary
Beginning at a little before 11 minutes, Dr. Hugh Catts explains the origins of Scarborough’s Reading Rope and breaks down its strands. (24 m)

SCHEDULING THE LITERACY BLOCK

Episode Podcast Summary
Erin Metz, a teacher and interventionist, provides an in-depth walkthrough of her district’s instructional block time. She models how to use small group time to reinforce accuracy, automaticity, build vocabulary and knowledge in order to solidify comprehension. (54 m)
Jocelyn Seamer walks listeners through the parts of a structured literacy block in grades 3-6. (18 m)

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THE SCIENCE OF LEARNING

Episode Podcast Summary
Dr. Anita Archer and Dr. Louisa Moats discuss why, in addition to knowing the research, we also need to be excellent teachers. (58 m)
Peter Brown, author of Make it Stick, dives into the cognitive science behind how our brains learn and ways teachers can apply the research to their teaching. (44 m)
Anna Geiger shares what cognitive load has to do with teaching reading. She also shares specific things teachers can do to avoid overwhelming students’ working memories. (6 m)
Sarah Cottingham discusses retrieval practice: what the research says and how to practically apply it – as well as what NOT to do! Super interesting! (45 m)
Dr. Nathaniel Swain, author of the new book, Harnessing the Science of Learning, debunks common myths about how students learn and helps teachers understand how to improve their craft so all students learn. (46 m)

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SET FOR VARIABILITY

Episode Podcast Summary
Dr. Marnie Ginsberg talks all about set for variability, which we can also call “mispronunciation correction.” (25 m)
Dr. Laura Steacy and Dr. Don Compton discuss their research around set for variability. They discuss how children self-correct pronunciations when reading, and how this may have interesting implications fo rhow we learn to remember spellings of irregular words. (36 m)

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“SIGHT WORDS” / HIGH FREQUENCY WORDS

Episode Podcast Summary
Stacy Hurst, Lindsay Kemeney, and Mary McCool talk about using phonics-based strategies instead of memorization to teach high frequency words. (32 m)
Dr. Danielle Collenbrander breaks down what we know about how to teach irregular words. She explains that it’s okay to teach a handful of high frequency words at the beginning of a student’s reading journey, but we should still draw attention to the phonemes and graphemes. Such an interesting episode! (57 m)
Dr. Tim Shanahan addresses whether teachers should attempt to teach sight vocabulary and if so, how that’s best accomplished. He recommends a strong phonics program that teaches decoding and including high frequency words where relevant. He says to provide a small amount of direction instruction in high frequency words with frequent repetition.(15 m)
Dr. Katie Pace Miles explains why traditional “sight word” instruction needs to change, and how. (32 m)

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Simple View of Reading

Episode Podcast Summary
Dr. Hugh Catts discusses the Simple View of Reading in the first part of this episode. He clarifies that its original purpose was to highlight the importance of word reading. He also shares the limits and potential pitfalls with this model. (24 m)

Small group & whole group instruction

Episode Podcast Summary
The authors of an article on small group instruction ask and answer important questions about moving from guided reading to effective small group instructional time. (1 h 5 m)
Jamey Peavler, whose research focuses on maximizing small-group instruction, shares her findings and advice, as well as best practices for small-group instruction and balancing small- and whole-group work. (35 m)
Dr. Kristin Conradi Smith, Dr. Steve Amendum, and Tammy Williams share essential recommendations for forming and conducting effective group lessons for readers. (36 m)
Reading interventionist Amanda Hager describes what she does in her small groups when teaching foundational skills. (20 m)
What a great conversation! Lindsay Kemeny, Stacy Hurst, and Donell Pons discuss why small group instruction is still important in a structured literacy classroom. Lindsay shares how she uses small groups in her classroom and the hosts discuss how to keep students engaged and learning when not meeting with the teacher. (60 m)
Christina Winter explains how to choose literacy centers, how to teach students to do them independently, and answers pretty much any question you might have about how to keep students learning while you teach small groups. (43 m)
Dr. Nathaniel Swain explains how teachers can meet the needs of students at different levels through whole class instruction through routines, review, and “just good teaching.” He gives examples of explicit instruction, how to keep a swift pace, providing many opportunities for choral responses, and offering differentiation within the lesson. (Just Part 1 is linked here, but this summary is from both Parts 1 and 2.)

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SOUND WALLS

Episode Podcast Summary
Anna Geiger explains what sound walls are and whether or not they’re a must-have for teachers who apply the science of reading. (3 m)
Anna Geiger explains how to use a sound wall to teach new phonemes (sounds) and graphemes (letters that represent sounds). (4 m)
Gina, a first grade teacher, explains how she uses a sound wall in her first grade classroom. (23 m)
Mary Dahlgren explains how sound walls are different from word walls, why she believes it’s important to teach all 44 speech sounds, and how sound walls can help students make sense of English. (55 m)
Christina Winter talks about the practical application of sound walls. She provides ideas for how sound walls can be used during direct instruction, how students can interact with sound walls, and names resources and tools that can support teachers in implementing sound walls. (29 m)
Christina Edmonson shares how sound walls compare to tradtiional word walls and provides ideas for using them with students in reading and writing. (53 m)
The hosts share their experiences and recommendations for integrating sound walls into regular literacy instruction. (39 m)
Dr. Mary Dahlgren shares why it’s so important to implement a sound wall in the classroom and how it benefits reading development. (39 m)
Dr. Mary Dahlgren and Dr. Antonio Fierro share tips about how to use sound walls to transform reading instruction – such an informative episode! (45 m)
Dr. Jan Wasowicz and Dr. Ken Apel current practices surrounding sound walls and argues against teaching articulatory features and using mouth pictures. (1 h 10 m)

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SPEECH LANGUAGE PATHOLOGY

Episode Podcast Summary
Sydney Bassard, a clinical speech language pathologist, defines the role of the SLP in the community and school to help us better connect language and literacy. (50 m)
Lisa Virtue discusses the role a speech language pathologist can play to support teachers in the classroom with reading instruction that aligns with structured literacy. A lot of the discussion surrounds phonemic awareness. A jam-packed episode! (53 m)
Art Shah describes the role of an SLP and what led her to the science of reading. (47 m)

SPEECH TO PRINT

Episode Podcast Summary
Anna Geiger shares simple ways to add speech to print elements to traditional phonics instruction. (6 m)
Anna Geiger offers a quick look at the key differences between speech to print and print to speech phonics approaches. (8 m)
Holly Ehle discusses how she uses a speech to print approach in her kindergarten classroom, how it’s different from print to speech, and what we still need to learn from research. (36 m)
Dr. Marnie Ginsberg and Tami Reis-Frankfort discuss the speech to print approach and how it’s different from the traditional phonics approach. They describe what the speech to print approach looks like in practice and what research has to say (1 h 5 m)
John Walker and Jan Wascowicz talk about the differences and benefits of using a speech to print approach. (1 h 13 m)
Dr. Marnie Ginsburg describes her Reading Simplified’s approach to reading instruction as well as issues of what and how to teach. (1 h 20 m)
Dr. Marnie Ginsberg explains how the activities within her speech-to-print program, Reading Simplified help struggling readers learn to read. (40 m)
In this fascinating conversation, Dr. Jan Wasowicz clears up some confusion around the speech to print approach. Toward the end, she also discusses her view on when and how to teach letter names. Lots of food for thought!

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SPELLING

Episode Podcast Summary
Dr. Richard Gentry tells about spellinga nd how it connects to our speech and language system. He gives teachers practical, meaningful, science of reading-aligned strategies to teach spelling. (57 m)
She explains why it’s so important to teach spelling, why English isn’t as irregular as some think, the usefulness and limitation of syllable types, and how to help students who struggle with spelling. Dr. Moats is a treasure! (36 m)
Dr. Shelley Blackwell is an SLP and MTSS literacy support specialist with a lot of practical wisdom about teaching spelling. Such a great episode! (50 m)
Dr. Rebecca Treiman discusses the stages of spelling development, what we can learn from spelling errors, how spelling can represent morphology, and integrating reading and spelling instruction. (1 h 22 m)
The hosts discuss how spelling is more than testing or memorizing words; it can actually be a diagnostic window into students’ proficiency as readers and writers. They also share best practices for spelling instruction. (44 m)
Jocelyn Seamer shares key findings from research when it comes to teaching spelling and suggests instructional practices that are efficient and effective. (19 m)
Jocelyn Seamer explains all the features of words that affect spelling: phonics, orthography, morphology, and etymology. So interesting! (23 m)
Dr. Richard Gentry describes the phases of spelling development, lists do’s and don’ts for spelling instruction, and explains what to do for children who struggle with spelling. (29 m)
Lyn Stone helps listeners navigate the complexities of English spelling in a way that makes sense for students and teachers. She discusses morphology, etymology, challenging spellings, and even Lyn’s opinions on “blends” and syllable types. (33 m)
What happens when you have students in 3rd grade and above who haven’t learned to be strong spellers? What do you do when they are good readers, but their spelling is weak? Jocelyn Seamer explains what steps will get you started. (15 m)
Brittany Philipsen shares the importance of explicit spelling instruction, names the skills kids need to be proficient spellings, and explains why kids experience difficulty with spelling and how to help them. (23 m)
Lyn Stone and Dr. Kathryn Garforth discuss the history of the English language, different forms of words, why teachers should increase their own understanding of morphology and etymology, different purposes of silent e, teaching homophones, and other complexities of English spelling. (57 m)
Dr. Carol Moxam discusses key aspects related to delivering explicit spelling instruction and provides teachers with clear guidance about what the need to know when teaching spelling. (34 m)
Dr. Shelley Blackwell discusses all things spelling – from spelling assessment to spelling intervention. She also shares her opinions about teaching spelling rules and syllable types. (34 m)
Dr. Pam Kastner walks listeners through the wonderful complexity of the English language and explains why spelling inventories are a powerful tool for informing instruction. (38 m)

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Structured Literacy in the Classroom

Episode Podcast Summary
Kate Winn talks about how she teaches phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing in her kindergarten classroom. Such a practical episode! (1 h 1 m)
Dorothy McKay takes listeners through a one-hour literacy block in her first and second grade classroom. (1 h 2 m)
Dr. Nathaniel Swain discusses what literacy instruction looks like in his kindergarten classroom. He talks about the power of early screening and early intervention. He also discusses exactly what phonemic awareness and phonics instruction looks like at the beginning of the year and when he first sends home decodable texts. A must-listen for kindergarten teachers! (53 m)
First grade teacher Virginia Quinn-Mooney gives us a glimpse into her daily schedule. (27 m)
Lindsay Kemeny, second grade teacher, gives a deep dive into her evidence-based, small group instruction time after sharing her transition from balanced to structured literacy. (44 m)
Elana Gordon is a reading interventionist at a school that transitioned from balanced to structured literacy. She explains what specific things she does while teaching students receiving Tier 2 instruction. She discusses phonemic awareness, blending lines, word building, partner reading, vocabulary, and comprehension. (57 m)
This is an incredible episode for every kindergarten teacher! Kristin Poppins joins with her kindergarten team and SLP to explain how they used evidence-based practices to reach almost 100% for every student. You will LOVE all the practical things they share! (1 h 29 m)
Kate Winn, a kindergarten teacher, shares how structured literacy has helped her students and reignited her passion for teaching. (35 m)
Kindergarten teacher Stephanie Darling shares how she teaches reading to her students. (25 m)

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SYLLABLE TYPES & SYLLABLE DIVISION

Episode Podcast Summary
Teachers debate whether students need to learn syllable types. (37 m)

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SYNTAX

Episode Podcast Summary
Van Cleave shares insights, research, and instructional considerations for teaching syntax. (41 m)
Leslie Lausten describes several activities that will help children in kindergarten through third grade understand syntax. Very practical! (23 m)
In this very practical episode, Nancy Chapel Eberhardt defines syntax and gives practical ways to teach it. A must-listen! (57 m)
Nancy Eberhardt explains why syntax is important and how it impacts comprehension in reading and helps with writing. She explains how to teach parts of speech by their function and within the context of text rather than in isolation.
Dr. Rachel Knecht describes her research on syntactic awareness with middle school students and shares an intervention she used with students to increase their knowledge around syntax. She also explains how to apply these concepts to the primary grades. (53 m)

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TRAUMA AND READING

Episode Podcast Summary
Dr. Steven Dykstra is a psychologist who has worked with the most severely traumatized and mentally ill children for decades. He explains the connection between not being taught to read using research-based practices and the unnecessary trauma this causes in children’s lives. (1 h 16 m)
Dr. Ivy Bonk discusses the impact of childhood trauma on student learning. The episode shares how you can recognize trauma, what educators can do, and what systemic supports are needed to make a difference for these students. (26 m)
Dr. Melissa Sadin shares her personal story about how trauma and reading affected her family. Trauma can get in the way of the brain learning to read, but we can help our students through intentional instructional practices. (1 h 3 m)

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Understanding Research

Episode Podcast Summary
Dr. Holly Lane breaks down the differences between research and evidence-based approaches, and she reveals what the terms “explicit” and “systematic” really mean. (57 m)
Teacher and author Nathaniel Hansford shares how to spot high quality research. (36 m)
Anna Geiger shares six important things that people are getting wrong when it comes to research. (12 m)
Education researcher Neena Saha clearly explains the role of science in education and how to find quality research studies. Research can be tough to get through, but Neena is easy to listen to! (38 m)
Dr. Neena Saha discusses how teachers can keep up with research that often feels overwhelming. (44 m)
Researcher Tim Shanahan talks about being part of the National Reading Panel and how new research seems to be changing the landscape of the reading wars. (47 m)
Nate Joseph addresses criticisms of John Hattie’s meta-analysis work. He also tells the story behind the evidence that constitutes the science of reading. Very informative! (1 h 10 m)
This is a fantastic episode in which Dr. Shanahan explains how the National Reading Panel did its work. he also discusses key findings in each area. A long episode, but absolutely worth a listen! (1 h 15 m)
Maria Murray – founder and president of CEO of The Reading League – explains why the science of reading is not regarded as a defining movement and addresses the need to protect the integrity of its findings. (50 m)
Nathaniel Hansford and Dr. Kathryn Garforth discuss the importance of using meta-analysis to help inform instruction. They then discuss the research between the essential elements of reading instruction. Great episode!! (1 h 3 m)
In this high-level conversation, Nate Hansford and Andrew Watson discuss the limitations of neuroscience when it comes to making instructional decisions. They also discuss why education has so many fads and how teachers can know whether or not to trust a source. (36 m)
Jake Downs encourages listeners to think like a scientist when learning about how to teach reading. He describes what that means, why it matters, and describes frames of thought that often conflict with scientific thinking. Very interesting!
Nate Hansford, author of The Scientific Principles of Teaching, equips teachers to discern whether or not a study is high-quality, and whether or not to apply its results to their teaching. He and host Anna Geiger also discuss particular pedagogies that research does not support. (34 m)

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Upper Elementary & Middle School

Episode Podcast Summary
Tim Shanahan discusses his views on teaching reading in middle school as an extension of evidence-based early literacy classrooms. He discusses the challenges and what reading instruction should include. (35 m)
Kamilah Simpson discusses how to teach reading to middle schoolers by scaffolding complex text, incorporating writing practice, and supporting students without oversupporting. (44 m)
Jocelyn Seamer explains what to do when older students (grades 3-6) are behind in phonics skills. (20 m)
Jocelyn Seamer shares how to structure a reading lesson in grades 3-6, when guided reading is no longer being used. (26 m)
Dr. Heidi Anne Mesmer discusses the importance of morphology instruction (the first half of the episode) and how to support students as they read complex text (the second half of the episode). Lots of interesting things to think about! (58 m)

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Vocabulary

Episode Podcast Summary
The hosts tackle the joys and challenges of helping students build vocabulary skills, along with the how’s and why’s of using the techniques of vocabulary-rich instruction. (34 m)
Savannah Campbell shares specific ways to build vocabulary in the classroom – this is a very actionable episode! (25 m)
Dr. Margaret McKeown discusses vocabulary development nd explicit vocabulary instruction, including how to choose words for instruction, how to teach words so students understand them deeply, and how to help students build connections between words. (47 m)
Fifth grade teacher Sean Morrisey shares tips for teaching vocabulary – from explicitly teaching words to embedding words into language throughout the day. Such a practical episode! (1 h)
This is a fabulous episode on vocabulary: Dr. Margaret McKeownwhat makes vocabulary instruction robust, what it means to know a word, how to choose words to teach, how many words to teach, and much more! (1 h 51 m)
Lyn Stone shares her insights about vocabulary and etymology. She emphasizes the joy of teaching language and words and also shares fantastic resources for teaching etymology and morphology. Fun to listen to! (1 h)
Dr. Freddy Hiebert discusses why it’s important to teach networks of words instead of random words from a text, and how this looks different depending on whether the text is fiction or nonfiction. She also talks about why the history of English matters when learning vocabulary, and the difference between text complexity and text difficulty. (1 h 5 m)
Nathaniel Hansford discusses what the research says about reading development and vocabulary instruction across the grade levels. (40 m)
Anna Geiger shares simple activities to help students make new words part of their expressive vocabulary – and they take just a few minutes. (8 m)
Elfrieda Hiebert, author and founder of TextProject, shares insights from research on vocabulary, etymology, and the importance of teaching morphology to enable kids to make connections. A big focus of the episode is teaching words that are related to each other. (44 m)
Shannon Betts and Mary Saghafi share how their vocabulary instruction has changed over time and what they’re specifically doing now to build students’ vocabulary. (54 m)
Dr. Margaret McKeown discusses robust, integrated, and comprehensive approaches to teaching vocabulary. She dispels myths about vocabulary instruction and shares how to make vocabulary instruction engaging. (Jam-packed episode!) (1 h 2 m)
Dr. Tanya Wright shares how to infuse vocabulary instruction into before, during, and after reading activities to move from passive word learning to active processing. She shares what research says about explicitly teaching word meanings and about effective strategy instruction for vocabulary development. (36 m)
This is a powerful, practical episode with Dr. Margaret McKeown. She discusses elements of effective vocabulary instruction and shares best practices for assessing vocabulary. A must-listen! (42 m)
Dr. Tanya Wright gives great tips and strategies for developing vocabulary, working effectively with younger students, and integrating writing and vocabulary. (41 m)
Lorraine Hammond describes a whole-school approach to teaching vocabulary and explains how teachers can teach writing at the same time. What a powerful and efficient way to build vocabulary and writing skills! (45 m)

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What is the science of reading?

Episode Podcast Summary
Lacey Robinson and Margaret Goldberg both shifted from teaching using balanced literacy to structured literacy. They examine what worked and didn’t work within balanced literacy and explain what the science of reading is and isn’t. SUCH a great episode – a must-listen! (58 m)
Dr. Maria Murray, CEO and president of The Reading League, explains what the science of reading is and why we need to protect the definition. (47 m)
Dr. Margie Gillis discusses why the science of reading is more than just phonics, the elements of a strong reading program, how to support teachers in translating research to practice, and how to make systemic change (beginning with colleges of education). Lots to think about! (1 h 1 m)
Dr. Louisa Moats discusses the importance of the science of reading, what it is and isn’t, and why teacher knowledge of the science of reading is so important. A great listen! (50 m)
Dr. Louisa Moats asserts that 95% of students can learn to read when taught using evidence-based practices. She defines the term science of reading and connects decades of research and theory to classroom practice. (1 h 7 m)
Dr. Maria Murray, president of The Reading League, and Dr. Pamela Snow, define the science of reading and reflect on its long history. They explore why this knowledge has not been translated well for teachers. (1 h 1 m)
Dr. Maria Murray shares common misconceptions that educators have about the science of reading and gives a clear explanation of what the science of reading is and is not. (1 h 2 m)
Lynn Givens and Dr. Kathryn Garforth discuss what we’ve known from the science of reading for over twenty years. They discuss the findings of the National Reading Panel and more. (52 m)
Dr. Claude Goldenberg explains that we need to bring skepticism to the conversation of the science of reading so we’re clear about what the research says and doesn’t say. He also talks about foundational skills and what the movement can learn from the failings of Reading First (hint: more education for teachers!). (1 h 8 m)
Natalie Wexler discusses the importance of managing cognitive load, building long-term memory, writing, and the broader science of literacy. (48 m)
Emily Gibbons and Casey Harrison discuss what the science of reading is and isn’t and how it’s becoming more mainstream. They look at trends in education and get into 5 specifics of what the science of reading is really all about. (55 m)
Dr. Rachel Schechter and Nathaniel Hansford discuss Dr. Mark Seidenberg’s article, “About the Science in the Science of Reading.” (55 m)
Lynn Givens shares what we learned from the National Reading Panel, brain scans, and more. The science of reading isn’t new! It’s been around for decades. (52 m)
Dr. Maria Murray explains what the science of reading is, and how The Reading League is making the science of reading accessible to anyone. (33 m)

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What is structured literacy?

Episode Podcast Summary
Emily Gibbons and Casey Harrison look at the five pillars of reading instruction, define structured literacy, bust some myths about structured literacy, and offer tips for teachers. (48 m)
Dr. Louise Spear-Swerling defines structured literacy and explains how understanding a reader’s profile can help teachers choose the right intervention for students who struggle. (1 h)
Dr. Kathryn Garforth gives a wonderful summary about what structured literacy instruction should look like across the grades. (1 h 14 m)
Nate Joseph reviews the research supporting structured literacy and explains why balanced literacy does not align. (46 m)

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WORD RECOGNITION / ORTHOGRAPHIC MAPPING

Episode Podcast Summary
Alice Wiggins explains the role of word recognition in the science of reading and highlights the importance of explicit phonics instruction. (38 m)
Dr. Bruce McCandliss 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. (51 m)
Dr. Katie Pace Miles explains orthographic mapping, in which readers map out letter patterns, sounds, spelling, and meaning to learn words. (44 m)
At about 10 minutes to 40 minutes, Dr. David Kilpatrick describes Linnea Ehri’s theory of orthographic mapping. (1 h 3 m)
In this incredible conversation, Dr. Linnea Ehri discusses orthographic mapping and the phases of word learning from about 17 minutes to 53 minutes. (1 h 31 m)
Emily Hanford discusses her education reporting and goes into detail about how word recognition works. (41 m)
Dr. Katie Pace Miles talks about implications of her research on sight word instruction. (48 m)

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WRITING

Episode Podcast Summary
With his 47 years of experience, Dr. Steve Graham has much to share about what research says about teaching writing and how to apply it to classroom instruction. He discusses six evidence-based practices for teaching writing and how to implement them in day-to-day instruction. (1 h 13 m)
This is an incredible, jam-packed, and super practical episode in which Judith Hochman, co-writer of The Writing Revolution, goes into great detail about a structured approach to teaching students to write. (1 h 45 m)
The hosts discuss the five critical writing skills early learners need to develop. They also connect the dots among reading, oral language, and writing. (37 m)
Dr. Steve Graham shares five things to remember when teaching students to write. First, we make sure students have opportunities to write. Second, we support them by helping them set goals, provide feedback, and provide digital tools. Third, we teach them how to write – particularly sentence level activities like sentence combining and expansion. Fourth, we connect reading, writing, and learning. Fifth, we create an environment where students can flourish as writing. DR. Graham also discusses how to support English learners as they learn to write. (29 m)
Dr. Steve Graham discusses what research has to say about reading, writing, handwriting, and multi-sensory instruction. (52 m)
Judith Hochman and Natalie Wexler share an approach to writing that begins at the sentence level, with content knowledge driving the rigor. (56 m)
Joan Sedita describes the elements of teaching writing as presented in her writing rope. She also goes into detail about teaching text structure and shares other insights about how reading and writing are connected. (32 m)
Author and consultant Leah Mermelstein discusses how her thoughts about teaching writing have changed and how she helps schools teach students to write. Lots of food for thought! (1 h)
Kate Winn discusses how she teaches handwriting in kindergarten; she addresses handwriting, spelling, and composition. This discussion starts at about 27 minutes. (46 m)
I include pretty much every podcast interview with Dr. Steve Graham (they are too good to miss!), but this is one of my favorites. I love the comprehensiveness of this packed episode. Dr. Graham explains how the way we teach writing improves students’ reading comprehension and shares the strategies teachers should apply. A quick and important listen! (34 m)
Leslie Lausten discusses why she no longer uses the writing workshop approach and tells how to determine what best practices to follow when teaching writing in grade 2 and above. (14 m)
Sara Marye gives a set of strategies for helping upper elementary students write a stronger paragraph. (21 m)
Lyn Stone and Dr. Kathryn Garforth discuss writing posture and pencil grip, automatizing letter formation, teaching sentence writing, why knowledge and writing should go hand in hand, and a lot more! (58 m)
Dr. Tim Shanahan explores how teachers should organize their classrooms to best teaching reading and writing and criticizes some of the more popular approaches to this problem. (10 m)
Steve Graham discusses ways to support student writing, hindrances to writing development, the importance of teaching handwriting skills, and why writing is essential to any literacy program. (1 h 1 m)
Dr. Young Suk-Kim and Dr. Karen Harris highlight the close relationship between reading and writing and the importance of teaching them together. They also explain the SRSD approach and discuss a recent study that tested the SRSD Plus approach, which also includes instruction in handwriting, spelling, oral language. They had great results when using this approach with children in first and second grade. Lots of great nuggets in this episode! (1 h 5 m)
Joan Sedita explores how teachers can plan and deliver comprehensive, explicit, and evidence-based writing instruction using her Writing Rope as a guide. (39 m)
Dr. Tim Shanahan provides specific explanations of how to teach students to summarize text. (14 m)
This is a powerful episode in which Dr. Steve Graham shares why writing is essential, why it’s hard to teach, and what makes a strong writing program. Especially helpful is the conversation about giving feedback, which begins at about 18:30. Later in the episode there’s also a helpful conversation about how to use AI ethically when writing.(54 m)
Leslie Lausten discusses Joan Sedita’s Writing Rope and the difference between foundational and transcription skills. (22 m)
Every upper elementary teacher needs to listen to this episode! 5th grade teacher Elise Frank explains how she carries out research-based writing instruction. Beginning at about 13 minutes, Elise gives one of the best explanations I’ve heard of SRSD, and she walks through how to use it to improve student writing (as well as student enjoyment of writing). (37 m)
Natalie Wexler, co-author of The Writing Revolution, explains why it’s important to each children the nuts and bolts of writing before expecting them to write longer pieces. Very interesting and practical episode! (32 m)
Leslie Lausten focuses on strategies for building basic sentence structure and routines and strategies from The Writing Revolution. (26 m)
Natalie Wexler shares ways to make writing less overwhelming by starting at the sentence level, and how to include writing activities in the content of the core curriculum. Very practical! (30 m)
At about 14 minutes, Dr. Nathaniel Swain explains how to teach students to write to learn, using principles from the book The Writing Revolution. At about 45 minutes, Dr. Swain starts giving specific examples of explicit instruction in commas and run-on sentences. (1 h 44 m)
Emily Gibbons and Casey Harrison discuss how to incorporate writing into structured literacy lessons. (58 m)
Dr. Judith Hochman describes her method for teaching students to write, as described in The Writing Revolution. Great episode! (38 m)
Dr. Zoi Philippakos discusses how to develop strategic writers in grades K-2 while teaching students to write in various genres. (1 h 13 m)
Kristin Masci, an occupational therapist, explains what dysgraphia is and how it’s treated. She also explains why pencil grip is so important and shares ideas for improving fine motor skills for writing. (46 m)
This is SUCH a fantastic episode with writing expert Karen Harris. Harris discusses what research says about teaching writing and talks in detail about the Self-Regulated Strategy Development (SRSD) model, which research has shown to results in meaningful improvements for students in grades 1-12. (1 h 19 m)
Lindsay Kemeny, Stacy Hurst, and Danielle Pons share an eye-opening conversation about how we need to rethink writing workshop strategy and transform it so students can build a solid foundation for writing. Lots of food for thought! (35 m)
Shanahan explores the three ways that teachers can teach their students about the relationships that exist between reading and writing. (14 m)
Dr. Nathaniel Swain explains how writing is a complex skill and how shares strategies for sequencing the teaching of grammar and integrating writing into the curriculum.
Dr. Steve Graham discusses handwriting, ,spelling, writing process strategies. SRSD, and scaffolding during writing instruction. Lots of gems in this one! (36 m)
If you’re looking for an evidence-based approach to teaching writing in all grades, look no further than thinkSRSD! Dr. Leslie Laud explains this approach and breaks down how it looks across the grade levels.
Sally Bergquist is an experienced teacher who has written an explicit, structured writing program for K-2. Listen to learn her tips for getting kids started in kindergarten, gradually building their writing skills throughout the primary grades, and finding the right balance between explicit instruction and practice with feedback. (38 m)

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Reader Interactions

32 Comments

  2. Melanie Brethour

    WOW! This is one of the best resources that I have seen in a long time! I think podcasts should count as professional develpment…in a perfect world! I will be sharing this often. I cannot imagine how long this took to create! Thank you!

    Reply to this comment

  4. Laura Holsclaw

    Thank you so much for having the initiative, taking the time, and putting in the effort into making such an organized and helpful resource! I’m looking forward to going through this index to help me find specific episodes that would help support me with my students in the classroom. I know creating this index was a LOT of work – and it is very much appreciated!! Thank you again for putting together such a phenomenal resource that will come in handy for so many teachers!

    Reply to this comment

    • Anna Geiger

      Thank you so much for your kind feedback, Laura! At first, I was overwhelmed at listening to all the SOR-related podcast episodes, but having this project got me inspired. Now I’m sad that I’m all caught up! Ha!

      Reply to this comment

  8. Janet Monteith-Wong

    Congratulations for building this dynamic literacy podcast resource! The platform creates a powerful driver of knowledge and insights about the science of reading to help teachers and the public understand the tools that make it possible to achieve literacy for 95% of ALL students regardless of their socioeconomic background or IQ. The plan to continually add podcasts to the platform makes it poised to be the to go to place for the latest insights from experts, to explain existing and new research on the most effective literacy methods and perhaps most importantly – how to apply this science in the classroom! Thank you Measured Mom!

    Reply to this comment

    • Anna Geiger

      Hi Janet!! It’s so nice to hear from you! It was a lot of fun putting this together; it inspired me to finally get caught up on all the SOR-related podcasts, something I was dragging my feet on because it felt so overwhelming. I love projects, so creating this post was exactly what I needed to get me going. I learned so much – I’m excited to keep listening and sharing!

      Reply to this comment

  10. Angelique Wynkoop

    I remember when you referenced that you were creating this index at the end of your recent webinar and I thought, “what an undertaking!”

    This.is.AMAZING.

    Well-intentioned educators are overwhelmed by the sheer volume of resources to comb through…enter this index! What a fantastic resource!

    Thank you!

    Reply to this comment

  11. Lucy Williams

    This is incredible! Thank you so much for your hard work and dedication not only in first researching and recording these podcasts, but for now organizing them in such a useful way! I am so appreciated of this! I am relatively new to teaching Kindergarten and to SOR and found your podcasts last year so helpful to me as I navigate my way through using the best practices to help teach my students to learn to read. I have been really enjoying learning from you when you pod cast alone and from when you have guest speakers. I know this will help so many other teachers. Thanks again for everything you do to help your fellow teachers.

    Reply to this comment

  16. Pam Gjellum

    Oh my gosh, I can’t even imagine the time this took you to organize all of this. I so appreciate you sharing. There are so many great podcasts and keeping them all organized and trying to remember where they were was overwhelming. What a wonderful gift.
    Thank you so much for your time and for sharing with all of us!

    Reply to this comment

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