Science of Reading: The Podcast (Amplify Education)
Explore every episode of Science of Reading: The Podcast
| Pub. Date | Title | Duration | |
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| 09 Feb 2022 | S4-E16: Celebrating changemakers: Science of Reading Star Award winners | 01:06:20 | |
In this episode, Susan Lambert sits down with all of our Science of Reading Star Award winners to discuss their journey with the Science of Reading—from the very beginning, to the work they are doing now. Susan is joined by Brittney Bills (Curriculum Coordinator, Grand Island Public Schools, Nebraska) and Alli Rice (Elementary ELA Lead, Kansas City Public Schools, Kansas), who both won our Amplifying Your District award. Susan also talks with Anila Nayak (Instructional Coach and Reading Intervention Teacher, Los Angeles Unified School District, California), winner of our Superstar award that celebrates a teacher who has made a direct impact on their students by applying the Science of Reading. Lastly, this episode features Cathy Dorbish (Principal, Austintown Elementary School, Ohio), who won the Standout School award that celebrates educators successfully shifting their school to the Science of Reading. These incredible educators share their stories of driving change, giving listeners inspiration and advice to take back to their own schools and classrooms. “When you’re helping teachers and supporting other people’s classrooms, you do as much as you can.” —Alli Rice Show notes: Read Brittney’s spotlight. Read Alli’s spotlight. Read Anila’s spotlight. Read Cathy’s spotlight. | |||
| 23 Feb 2022 | S5-E1: The right to read: Lacey Robinson | 01:04:00 | |
Host Susan Lambert is joined by Lacey Robinson, CEO of UnboundEd, who opens the podcast by telling her personal story of learning to read and describing how literacy empowered her to pursue education reform. She emphasizes the responsibility that educational practitioners and leaders have and describes the literacy experiences of Black students. She also outlines what productive struggle should look like in the classroom, encouraging educators to enable more rigorous reading opportunities. Estimated timestamps* | |||
| 09 Mar 2022 | S5-E2: Biliteracy and assessment with Dr. Lillian Durán | 00:33:54 | |
Susan Lambert joins biliteracy expert and professor Dr. Lillian Durán, who holds a doctorate in educational psychology from the University of Minnesota and researches the improvement of instructional and assessment practices with preschool-aged dual language learners (DLLs). Durán begins by pointing out the difference between being bilingual and biliterate, then describes the key advantages of being bilingual and the unique skills students who speak multiple languages bring to school. She then discusses how the Simple View of Reading connects to Spanish, the double standard often occurring when bilingual students are celebrated vs. when they are not, and the process of screening and assessment for multilingual students. Lastly, Dr. Durán compels educators to avoid viewing biliteracy and dual language support as a sub-population of their classroom and instead prioritize the development of students’ home languages, whatever they may be, alongside English instruction. “No matter what language you start to learn some of those skills in, there's a transfer and understanding of how to listen to sounds and how to put sounds together.” —Dr. Lillian Durán 0:30: Introduction: Who is Dr. Lillian Durán *Timestamps are approximate, rounded to nearest minute | |||
| 23 Mar 2022 | S5-E3: The right assessment and the right data with Dr. Jan Hasbrouck | 00:57:45 | |
Today on the podcast, we‘re joined by literacy expert Jan Hasbrouck, Ph.D. Dr. Hasbrouck is an education consultant, author, and researcher. She opens the episode talking about her start with literacy, underscoring how she was one of the lucky ones who learned how to teach reading correctly in college. Dr. Hasbrouck also discusses what it’s like to combat skepticism—both of the Science of Reading and the power of assessment. She then goes on to talk about the book she co-authored on student-focused coaching and ends the episode by addressing assessment anxiety directly, including a discussion of where it comes from, the importance of progress monitoring, and more! | |||
| 06 Apr 2022 | S5-E4: What bilingualism can teach us with Dr. Doris Baker | 00:41:21 | |
Joining host Susan Lambert, Dr. Doris Baker speaks from her background researching the academic outcomes of English language learners to discuss ways educators can better engage and support all of their students. Dr. Baker emphasizes how much there is to learn about our native language by learning another language, and the many advantages of bilingualism. She then dives into a conversation around codeswitching and the importance of cultural awareness. Dr. Baker also gives listeners practical advice on how to include English language learners in core instruction and highlights how critical it is to provide students with opportunities to engage in sophisticated and deep conversations. Lastly, Dr. Baker outlines how educators can include parents in their children’s language learning by teaching them how, when, and what to read to their kids—in their native language! | |||
| 20 Apr 2022 | S5-E5: Implementing Multi-Tiered Systems of Support with Dr. Brittney Bills | 00:57:03 | |
Susan Lambert is joined by Dr. Brittney Bills, educator and recent Science of Reading Star Award Winner to discuss MTSS. Dr. Bills began her journey as a school psychologist for six years before transitioning to the role of curriculum coordinator at Grand Island Public Schools. In this episode, Dr. Bills explains what MTSS is and how it centers on prevention rather than intervention. She talks about the intersection of universal screening data and MTSS and provides advice on evidence-based strategies and techniques to make a positive impact in your classroom. Using examples from her own district, Dr. Bills discusses avoiding burnout, learning to use data, and the process of ongoing improvement. | |||
| 04 May 2022 | S5-E6: Why skepticism is essential to the Science of Reading, with Dr. Claude Goldenberg | 01:08:50 | |
Claude Goldenberg joined the podcast to introduce what he argues is much-needed skepticism to the conversation of reading science. Goldenberg mentions that while the Science of Reading may be the latest buzzword, reading science is here to stay and, like any other science, will only grow stronger alongside informed critique. He later talks about the foundational skills and what the movement can learn from the failings of Reading First; offers advice for implementation; and ends with a hopeful note, highlighting that all educators can come together around a shared mission to see students succeed. — Dr. Claude Goldenberg Reading Wars, Reading Science, and English Learners by Claude Goldenberg Amplify’s Virtual Symposium 2022 - Celebrating Biliteracy: Realizing a Better Future for Our Spanish Speakers Teaching All Students to Read: Practices from Reading First Schools With Strong Intervention Outcomes by Elizabeth Crawford & Joseph Torgesen Catch Them Before They Fall by Joseph K. Torgesen | |||
| 18 May 2022 | S5-E7: Unlocking change through literacy legislation: Dr. Kymyona Burk | 00:51:13 | |
Dr. Kymyona Burk is Policy Director for Early Literacy at the Foundation for Excellence in Education (ExcelinEd). In this role, she supports states pursuing a comprehensive approach to K–3 reading policy. She joins host Susan Lambert to give listeners a look behind the curtain of the legislative process creating education policy, including writing and passing literacy legislation, the politics of advocating for the Science of Reading within legislation, and what the results look like for states that have this legislation in place. The Perfect Storm: Mississippi’s Momentum for Improving Reading Achievement - The Reading League Journal | |||
| 01 Jun 2022 | S5-E8: Linguistic structure: English vs. Spanish: Dr. Desirée Pallais-Downing | 00:44:28 | |
Dr. Desirée Pallais-Downing is an assistant professor of instruction in the Bilingual/Bicultural Education Program at the University of Texas at Austin. Having lived in Nicaragua, England, the United States, and Spain, she has experienced bilingual learning across four different countries. In this episode, she differentiates between sequential and simultaneous bilingualism, and the importance of assessment in the home and second languages before diving deep into the linguistic structures of Spanish vs. English. She also offers advice for non-Spanish speakers on the best ways to support Spanish speakers. | |||
| 15 Jun 2022 | S5-E9: Making every day a "wins day" with Grammy-winning educator Mickey Smith Jr. | 00:46:14 | |
Mickey Smith Jr. is an acclaimed Louisiana educator, author, saxophonist, and self-described "solutionist" who feels a strong calling to help educators and teachers. Mickey, who received the Grammy Music Educator Award in 2020, brings his motivational blend of music and message to this very special episode in which he and Susan Lambert discuss music, perseverance, and finding purpose as educators and human beings. In between interludes of uplifting songs and stories, Mickey shares his proven principles for helping educators create sound connections and culture in today's classrooms. He also describes his methods for providing all-purpose encouragement and offers a tangible approach to finding one's own personal mission statements—or, as he likes to call it, our legacy song. “I want to share some of the things that helped me to keep going, so that someone else won’t miss their next and best steps.” | |||
| 29 Jun 2022 | S5-E10: Training the next generation of Science of Reading educators with Dr. Amy Murdoch | 00:44:10 | |
Dr. Amy Murdoch is the assistant dean of Reading Science in the School of Education at Mount St. Joseph University. She received her doctorate in school psychology with an emphasis in early literacy from the University of Cincinnati. In this episode, she chats with Susan Lambert about creating prominent graduate and doctoral programs in the Science of Reading, and the responsibility of training the next generation of early literacy educators. She discusses how she has seen Science of Reading interest escalate, shares her hopes for the future of reading science in schools, and offers advice for those who are new to the Science of Reading and/or exploring an advanced degree rooted in reading science. Meaningful Differences in the Everyday Experience of Young American Children by Betty Hart and Todd R. Risley Project Ready! An Early Language and Literacy Program to Close the Readiness Gap - Research article Mount St. Joseph University Reading Science Program Center for Reading Science "Don't do it alone, try to find community and find people you can, you know, your trusted colleagues that you can bounce ideas off of and grow your learning." | |||
| 13 Jul 2022 | Summer '22 Rewind: The symbiotic relationship between literacy and science with Jacquey Barber | 00:45:45 | |
Jacquey Barber, director emerita of The Learning Design Group at UC Berkeley's Lawrence Hall of Science, joins the podcast to discuss her research on the symbiotic relationship between literacy and science, as well as what educators should be looking for in high-quality, literacy-rich science curricula. She also goes into strategies for engaging students, including the do, talk, read, write model, then ends the episode by highlighting the many ways science supports reading. No More Science Kits or Texts in Isolation by Jacqueline Barber and Gina Cervetti. “Develop opportunities for students to learn to read, write, and talk like scientists do.” | |||
| 27 Jul 2022 | Summer '22 Rewind: Research, comprehension, and content-rich literacy instruction: Sonia Cabell | 00:53:22 | |
Join Sonia Cabell, associate professor at the School of Teacher Education at Florida State University, as she shares findings from her research trials on content-rich literacy curricula and discusses whether activating students’ background knowledge alongside explicit phonics instruction is more effective than the traditional approaches. She also describes what constitutes “compelling evidence” in the Science of Reading and explains why students need to interact with both written and spoken language while learning to read. Florida Center for Reading Research Writing Into Literacy TEDx Talk by Sonia Cabell National Reading Panel Report 2000 EdWeek Science of Reading article by Sonia Cabell Special Issue: The Science of Reading: Supports, Critiques, and Questions Live with the Author interview Twitter: @SoniaCabell “When I think about content-rich English Language Arts, I think about how we can integrate science and social studies into the language arts in ways that make sense.” | |||
| 10 Aug 2022 | Summer '22 Rewind: Myths and misconceptions about universal screening: Nancy Nelson | 00:47:02 | |
Dr. Nancy Nelson, assistant professor of special education at Boston University, discusses myths and misconceptions around RTI, MTSS, and assessment screening in reading and mathematics instruction. She highlights what tools need to be in place for the RTI system to be implemented well, her work on DIBELS®, and the importance of dyslexia screeners. DIBELS® at the University of Oregon
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| 24 Aug 2022 | Summer ‘22 Rewind: Empowering English language learners: Elsa Cárdenas-Hagan | 01:05:49 | |
In this episode, Susan Lambert was joined by Dr. Elsa Cárdenas-Hagan to discuss the unique challenges and opportunities presented when teaching multilingual learners how to read. Dr. Cárdenas-Hagan is a bilingual speech language pathologist and a certified academic language therapist. She is also the director of Valley Speech Language and Learning Center in Brownsville, Texas. On the podcast, she and Susan talked about how teachers can make connections between students’ home languages and English in order to celebrate their language and give them new tools to better understand English. She stressed the importance of teachers educating themselves on their students’ home languages so they can spot orthographic and phonological similarities and differences, and highlighted the importance of educator collaboration to drive student success. Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction by Dr. Elsa Cárdenas-Hagan Presentation: “Making Connections for Structured Literacy Instruction Among English Learners” Reading SOS special video series: Expert Answers to Family Questions About Reading Online book study of Literacy Foundations for English Learners By Dr. Elsa Cárdenas-Hagan Podcast survey —Dr. Elsa Cárdenas-Hagan “Sometimes as teachers, we feel so overwhelmed with, Oh, I don't know that language. How in the world am I going to introduce a whole new thing? Instead we should be starting to understand connections.” —Dr. Elsa Cárdenas-Hagan | |||
| 07 Sep 2022 | S6 E1: The other side of Scarborough’s Rope with Margaret Goldberg | 00:46:07 | |
In our kick-off episode for season six, host Susan Lambert is joined by podcast alum Margaret Goldberg, the co-founder of the Right to Read Project. They discuss the new, animated Science of Reading series Brain Builders, and how this free tool can be shared directly with students and with their caregivers. Importantly, Margaret also elevates the need to focus on the comprehension strand of the Science of Reading.
Brain Builders animated videos Brain Builders: VIP launch party
— Margaret Goldberg “It's never too late to learn how to read. We can get you there.” — Margaret Goldberg | |||
| 21 Sep 2022 | S6 E2: NAEP: What you've always wanted to know with Chester Finn, Jr. | 00:44:52 | |
In this episode, we dive deep into the National Assessment of Educational Progress (NAEP), also known as the Nation’s report card. Chester Finn, Jr., author of the new book Assessing the Nation's Report Card: Challenges and Choices for NAEP, joins Susan to talk about the NAEP assessment. They discuss how the assessment works, what it is and isn’t, and what benefits and opportunities it provides as the achievement gap continues to grow. Show Notes:
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“The single most important thing NAEP cannot do [is that] it cannot in any definitive way explain why scores are what they are or are rising or falling.” —Chester Finn 1:00: Introduction: Who is Chester E. Finn Jr.? | |||
| 05 Oct 2022 | S6 E3: Focused implementation: Doing less to do more with Dr. Doug Reeves | 00:43:18 | |
As an educator, researcher, author, and leadership consultant—there is little within the education world that Doug Reeves has not done. Twice named to the Harvard University Distinguished Authors Series, Doug has written more than forty books and joins Susan to discuss one in particular—Building to Impact. Together they dive into what evidence-based implementation looks like including the importance of de-implementation. Doug provides tangible advice for educators on what success looks like, how to define it for your school, and the ways to make it happen by focusing on one thing at a time until it becomes part of your school’s culture. Show Notes:
Quotes: “When was the last time in education, anybody heard of de-implementation? All we do is pile one thing on top of another, on top of another, and then we don't then, then we wonder why it didn't work.” —Doug Reeves “If you're not gonna have deep implementation, which requires a level of focus and allocation of time and resources, then don't bother.” —Doug Reeves “You have to have a singular focus and, and it's gotta be sustained year after year after year until it becomes part of your culture.” —Doug Reeves “You have to distinguish between an initiative, something that is new, and culture, something that's part of what we do every day and that is embedded. That is more important.” —Doug Reeves “The problem is this. If you only look at the results, then you don't know what caused it. Somebody has to look at underlying causes.” —Doug Reeves “It's really important for administrators to say, hey, I can deal with some chaos. I can deal with students making mistakes. That's real learning.” —Doug Reeves *Timestamps are approximate, rounded to nearest minute | |||
| 19 Oct 2022 | S6 E4: From the community, for the community: Grassroots organizing with Naomi Peña & Akeela Azcuy | 00:40:15 | |
Community and education activist Naomi Peña and clinical psychologist Dr. Akeela Azcuy knew that, as moms of struggling readers themselves, they had the opportunity to advocate for not only their own children but all children. These two leaders and changemakers founded Literacy Academy Collective with the goal of one day creating a stand-alone New York City public school devoted to educating children with language-based learning disabilities as well as struggling readers. In this episode, our guests share their own families’ experiences with dyslexia, how that impacted their activism, and how listeners at home can effect grassroots change in their own communities. Additional Resources:
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| 02 Nov 2022 | S6 E5: Leading with the head and the heart: Enacting lasting literacy change with Mitchell Brookins | 00:46:08 | |
Equal parts educational leader, educator, and life-long learner of reading science, Mitchell Brookins has leveraged his passion and dedication to affect change in the lives of the students and teachers he works with, as well as the many educators he has inspired online. In this episode, he opens up about the emotional journey he took—from realizing everything he’d been doing wasn’t working and that he’d never actually learned how to teach kids to read, to seeking out reading research and encountering the Science of Reading—a path that brought unparalleled transformation and success to his schools. Mitchell talks about how he is still learning and keeping students at the forefront of what he does every day, ending on a powerful story of a student who changed his life forever.
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| 16 Nov 2022 | S6 E6: Literacy is Law: Leading Legislative Change with with State Senator Mimi Stewart | 00:34:04 | |
Mimi Stewart is a state senator from New Mexico and previously worked as a public school elementary special education teacher for thirty years, with an expertise in reading literacy. Her unique background has turned into a passion for and a history of championing educational policies as a legislator. This episode focuses on how state government and state legislation can work to improve literacy instruction. She takes us through the process of creating a piece of literacy legislation, New Mexico Senate Bill 398, which passed in 2019. Sen. Stewart also shares the latest on that bill and also talks about what she’s now focusing on from her place in the legislature—like changing that way we teach teachers from a university level.
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| 30 Nov 2022 | S6 E7: The how and why behind high-quality instructional materials with Rebecca Kockler | 00:46:09 | |
As the former chief academic officer at the Louisiana Department of Education, Rebecca Kockler made it her mission to empower districts to select higher quality materials. This involved a thorough and rigorous curriculum review, and allowing teachers to choose the program they wanted once they knew exactly what they were getting. This work built Kockler’s case for focusing on quality curricula as a vital part of student success. Using Kockler’s work in Louisiana as a case study, this episode shows why state governments should focus on logistics, procurement, and equipping educators with the information they need to make the best decision for their students. Additional Resources:
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| 14 Dec 2022 | S6 E8: Love at the center of literacy with Dr. Nyshawana Francis-Thompson | 00:40:45 | |
Dr. Nyshawana Francis-Thompson, Deputy Chief of Curriculum and Instruction in the School District of Philadelphia, has played an integral role leading and sustaining a transition to the Science of Reading in the Philadelphia public school district. But making such a change across a large district is difficult. In this episode, Dr. Francis-Thompson (who goes by Dr. Ny) talks with Susan about Philadelphia’s experience. She also talks about her own experience learning about the Science of Reading, and offers tips to other district-level leaders and wisdom about providing all students with the liberation that comes through reading and leading—all with love at the center.
Quotes: “We have to listen to our young people in order to be able to move with that sense of urgency.” | |||
| 28 Dec 2022 | S6 E9: Lessons from a talking dog: TV's "Reading Buddies" on making learning fun | 00:49:38 | |
In this episode, we take you behind the scenes of the smash hit foundational reading series The Reading League’s “Reading Buddies,” aimed at students in pre-K through third grade. Susan is joined by Andrea Dotto and Brendan Malafronte—artists, performers, and co-founders of children's story hour and media company Dusty & Dott—as well as "Reading Buddies" executive producer Toni Ann Walsh. Together, the four of them discuss how the show started and how Andrea and Brendan got up to speed on the Science of Reading, and share tips for educators and caregivers on how to make reading instruction fun for kids.
Quotes: “Little by little you can learn to read, you can do something hard and we can do it together.” —Andrea Dotto | |||
| 11 Jan 2023 | S6 E10: The big win is just the beginning with Dr. Jennifer Throndsen | 00:39:03 | |
With Utah's recent passing of Senate Bill 127, a sweeping piece of literacy legislation, many are turning to the state as a model of what statewide implementation of the Science of Reading can look like. In this episode, Dr. Jennifer Throndsen, Director of Teaching and Learning at Utah State Board of Education, joins Susan to tell the story of how Senate Bill 127 came to be and how they are continuing to make changes to schools across Utah. Together, they discuss 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. Throndsen also discusses her experience as a teacher and her journey with the Science of Reading.
Quotes: "Our students are the state's greatest asset, and we need to invest in them with all the energy and knowledge we have to do our best to serve them with urgency, compassion, and high expectations." —Jennifer Throndsen | |||
| 25 Jan 2023 | S6 E11: What I should have learned in college with Donna Hejtmanek | 00:41:12 | |
Throughout this season, we've explored different tiers of the education system. In this episode, we look at the role higher education plays in equipping teachers with the right training and tools. Our guest Donna Hejtmanek, a retired special education teacher and reading specialist, shares her disappointing first-hand experience of going back to school at the age of 58—an experience that made her realize many universities weren't training educators in the Science of Reading. Donna tells Susan the story of how she came to create the incredibly popular Facebook group Science of Reading–What I Should Have Learned in College, and discusses what it will take to change higher education.
Quotes: Announcing the 2023 Science of Reading Star Awards! | |||
| 08 Feb 2023 | S6 E12: Celebrating many meanings: Language comprehension and bidialectal students with Jasmine Rogers | 00:37:58 | |
While working with students, one educator came to a realization that put her on a path to fascinating research in the Science of Reading. In this episode, Jasmine Rogers—manager and coach with the In Schools program at the DC Reading Clinic and an early literacy intervention lead at American University—shares her story and delves into her research on dialects and best practices for structured literacy instruction. She discusses Black language and how it connects with the language comprehension strand of Scarborough's Reading Rope. Jasmine also offers recommendations for classroom teachers who have bidialectal students.
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| 22 Feb 2023 | S6 E13: From education outsider to literacy expert with Todd Collins | 00:56:40 | |
Todd Collins went from education outsider to literacy expert when he joined his local school board after a career in finance and technology. When Todd saw the literacy assessment number, his data-driven mind said "this isn't good enough" and got to work. Todd went on to organize the California Reading Coalition, a movement of educators, advocates, parents, and policymakers committed to improving reading instruction and outcomes for California's six million students. In this episode, he joins Susan Lambert to discuss what it really takes to make effective change; the importance of clear, ambitious goals and strong leadership in schools; and which numbers within literacy data are most important to focus on.
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| 08 Mar 2023 | Special: Why the Science of Reading isn't just about reading with Natalie Wexler | 00:48:55 | |
Back in 2019, Natalie Wexler joined Susan Lambert as the very first guest on Science of Reading: The Podcast. Now—more than three years and three million downloads later—Science of Reading: The Podcast welcomes Natalie back on the show. She and Susan discuss what she's seen in the 3+ years since releasing her groundbreaking book The Knowledge Gap and delve into the importance of managing cognitive load, building long-term memory, writing, and the broader science of literacy. Lastly, Natalie shares what she hopes to see in the education headlines in the not-so-distant future.
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| 22 Mar 2023 | Special: The science of learning, the humility of teaching | 00:45:11 | |
Learning is at the center of everything in education, so understanding how the human brain processes, retains, and retrieves new information is essential to student growth. In this special crossover episode, Susan joins forces with fellow Amplify podcast hosts Eric Cross from Science Connections, and Dan Meyer and Bethany Lockhart Johnson from Math Teacher Lounge, to discuss what learning really means across subjects. Susan is also joined by Peter C. Brown, author of the book Make It Stick: The Science of Successful Learning, to dive into the cognitive science behind how our brains learn and ways you can apply that research in your classroom right now!
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| 27 Mar 2023 | Amplify's literacy, math, and science podcasts—new season trailer | 00:04:35 | |
We're thrilled to share that we are about to launch brand new seasons of our hit podcasts— Science of Reading: The Podcast, Science Connections, Math Teacher Lounge.
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| 05 Apr 2023 | S7 E01: Navigating the noise with Claude Goldenberg | 00:58:24 | |
Claude “Skeptic” Goldenberg, professor of Education at Stanford, rejoins Susan Lambert to kick off season seven of this Science of Reading podcast—all centered around “tackling the hard stuff.” In this week’s episode, Claude and Susan take on the topic of what is actually true when it comes to the Science of Reading and how to navigate the noise to find it! Together they discuss the opportunities and challenges of social media, the importance of limitations of foundational skills, and striving to maintain hope even when the journey towards success gets overwhelming.
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| 19 Apr 2023 | The Science of Reading in the Montessori classroom with Susan Zoll, Natasha Feinberg, and Laura Saylor | 00:35:09 | |
For the second episode in our new season focused on tackling the hard stuff, we're taking on a question that listeners have asked: how can we apply the Science of Reading in a Montessori setting? To help explore that question, we're joined by the three authors of the recent book Powerful Literacy in the Montessori Classroom: Aligning Reading Research and Practice. Listen to Dr. Susan Zoll, Dr. Natasha Feinberg, and Dr. Laura Saylor as they explore the shared qualities between the Science of Reading and Montessori approach. They share tips and guidance for literacy instruction both inside and outside a Montessori setting and end with an impassioned call to educators from all approaches to come together and learn from each other for the benefit of students everywhere.
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| 03 May 2023 | S7 E03: When not to differentiate: A guide to small-group instruction with Jamey Peavler | 00:36:07 | |
This season is all about tackling the hard stuff, and there is no harder pill to swallow than being told by a student that you don't know how to teach reading—especially when you realize they're right! After this happened to Jamey Peavler, Co-Director in the Reading Science Graduate Program at Mount St. Joseph University, she leaned in and took the opportunity to completely rethink her approach to literacy instruction. Now, her research focuses on maximizing small-group instruction. In this episode, she'll share her findings and her advice, as well as some best practices for small-group instruction and balancing small- and whole-group work.
Quotes: “There's a certain amount of proactive, preventative foundation-building work that should be done for all kids. We can do that more efficiently in a whole-group setting and then reserve that small-group setting for what truly needs to be differentiated, because not everything has to be differentiated.” —Jamey Peavler | |||
| 17 May 2023 | Special episode: The Right to Read: Live from Plain Talk with Kareem Weaver | 00:59:36 | |
After three years and more than 3 million downloads, Science of Reading: The Podcast recently conducted its first ever taping in front of a live audience. The recording took place on March 9, 2023, in New Orleans at the Plain Talk About Literacy and Learning conference. Susan Lambert was joined by none other than Kareem Weaver, NAACP activist, whose first appearance on this podcast remains an all-time favorite among listeners. This time around, Kareem gave Susan a behind-the-scenes look at his involvement with the new film: The Right to Read. Kareem also offered insights into his latest work with NAACP. Plus, Kareem addressed the topic of accountability: can we make the changes we need to make when it comes to literacy instruction without holding some people accountable? Show notes:
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| 31 May 2023 | S7 E4: Scaffolding is built to be temporary with Zaretta Hammond | 00:47:31 | |
While in New Orleans at the Plain Talk About Literacy and Learning conference, Susan sat down with keynoter Zaretta Hammond. Zaretta shared her thoughts on the importance of scaffolding in literacy education. In this episode, Susan and Zaretta also look back on Zaretta’s impactful book Culturally Responsive Teaching and the Brain, and talk about mastery and the importance of learning how to learn.
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| 21 Jun 2023 | Special episode: Integrating Science and Literacy Strategies with Susan Gomez Zwiep | 00:45:36 | |
We’re excited to share a special episode from our friends at the Science Connections podcast! Literacy learning doesn’t end when a student leaves their English class; it continues to develop, grow and be challenged across all subject domains. In this episode, we’re excited to share a special episode from our friends at the Science Connections podcast. In this episode, host Eric Cross sits down with Susan Gomez Zwiep, former middle school science teacher and senior science educator at BSCS Science Learning. She shares research that shows the benefits of integrating science and literacy strategies, tips for applying these ideas in the classroom, and what she’s learned through her own experiences.
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| 14 Jun 2023 | S7 E5: Science of Reading professional development with Danielle Thompson | 00:58:50 | |
Susan interviews Danielle "Nell" Thompson, literacy multi-hyphenate and the creator of the Big Sky Literacy Summit. This August, the summit returns with a star-studded lineup of mentors, sages, teachers, and leaders, and in this episode, Nell shares how her own background—working with students in Alaska and Mississippi, among many other places—has helped shape this year's conference theme. She and Susan discuss the importance of mentorship in advancing evidence-based literacy practice and literacy instruction.
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| 05 Jul 2023 | Special episode—Disciplinary literacy: Connecting reading and math in children's literature with Allison Hintz and Antony Smith | 00:27:07 | |
From reading street signs and menus to checking the weather, and using a ruler, there are so many examples of how a student's math and literacy adventure continues beyond the classroom. That's why we're sharing another bonus episode—this time from our friends at Math Teacher Lounge, to show the connection between math and children's literature.
Quotes: “We think of stories as mirrors or windows. We really want to be mindful of story selection, of whose stories are told and whose stories are heard.”—Allison Hintz | |||
| 28 Jun 2023 | S7 E6: What teachers can learn from incarcerated youth with Hilderbrand Pelzer III | 00:48:29 | |
In this episode, we take on the difficult topic of literacy education in the American juvenile justice system. Susan is joined by Hilderbrand Pelzer III, who discusses his experience as an educational leader in the Philadelphia prison system. Pelzer talks about what he saw and learned—and explains why he advocates for aspiring teachers to work with incarcerated youth. This passionate and moving discussion breaks down the myths surrounding literacy's relationship with juvenile incarceration and also leaves listeners with advice on how to become more involved in their own communities.
Quotes: “Once we have our understanding and expectations, what are the opportunities we are going to put in place to help them thrive? It’s as simple as that. Expectations and opportunities.” —Hilderbrand Pelzer III | |||
| 12 Jul 2023 | S7 E7: Debunking the "gift" of dyslexia with Tim Odegard | 00:51:33 | |
When we surveyed listeners, more than half of respondents said they wanted more conversations about teaching students with dyslexia! With that in mind, in this episode Susan is joined by Dr. Tim Odegard from Middle Tennessee State University. Odegard is a professor of psychology and holds the Katherine Davis Murfree Chair of Excellence in Dyslexic Studies. As someone with dyslexia himself, Odegard brings a unique perspective to this discussion where they debunk the idea of "the gift of dyslexia," discuss neurodiversity and talk about what needs to be done to change the system. Show notes:
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| 26 Jul 2023 | S7 E8: Writing your way to better reading with Steve Graham | 01:02:22 | |
When it comes to literacy education and cross-domain learning, it’s critical to understand the relationship between reading and writing. In this episode, Susan talks to Steve Graham all about writing—and how it can be used to strengthen literacy. Graham served as chair of the What Works Clearinghouse Practice Guides on elementary and secondary writing, and is the current Regents and Warner Professor at Arizona State University. Together, he and Susan discuss ways to support student writing, hindrances to writing development, the importance of teaching handwriting skills, and why writing is essential to any literacy program.
Quotes: “Handwriting gets better, spelling gets better…students become better at constructing sentences in their writing. They tend to generate more content, and the quality of their writing may improve as well.” —Steve Graham | |||
| 09 Aug 2023 | S7 E9: Dyslexia: Where we started; where we're going with Dr. Sally Shaywitz | 00:45:30 | |
Here to continue our discussion on dyslexia from earlier episodes in the season is an all-time leading expert on the topic: Dr. Sally Shaywitz, Co-founder and Co-director of the Yale Center for Dyslexia and Creativity. This literacy legend shares how she came to study dyslexia, the story of her seminal Connecticut Longitudinal Study, and all she's learned from her years of dyslexia research. Shaywitz will cover some of the biggest myths about dyslexia and also explain the "sea of strengths" possessed by people with dyslexia.
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| 23 Aug 2023 | S7 E10: From football to phonics with Malcolm Mitchell | 00:46:44 | |
Growing up, Malcolm Mitchell considered reading and academics as a bare minimum means to get to play football. While his journey with football led to playing in the NFL, the work he is most proud of today is his literacy work and his own journey of learning to love reading, advocating for literacy, and writing children's books. In this conversation with Susan Lambert at the 2023 Plain Talk Conference—where Malcolm was the keynote speaker—Malcolm dives into his own process of teaching himself to become a proficient reader at the age of 19. Through the lens of his own struggles and triumphs, Malcolm shares a powerful testimony to the importance of cultural connection, access to books, community building, and understanding the true "why" behind reading to get students motivated to read.
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| 06 Sep 2023 | Back to School '23, Interlude Episode 1: Keeping up with educational research on teaching reading with Dr. Neena Saha | 00:44:34 | |
With a background as a classroom teacher, a master's in educational neuroscience, and a doctorate in special education, Dr. Neena Saha has seen all facets of education. In her work, she noticed a gap in the research-to-practice workflow for early literacy and dedicated herself to streamlining the process of finding and disseminating the best educational research for educators. Together, Susan Lambert and Neena discuss the need for reading researchers to work together and collaborate in a more focused and concerted group effort, the challenges of implementation, and how educators can best keep up with research that often feels overwhelming.
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| 20 Sep 2023 | Back to School '23, Interlude episode 2 (Part 1): Embracing the complexity of learning to read with Dr. Reid Lyon | 01:10:41 | |
Dr. Reid Lyon is one of the leading experts in reading research. After years working for and with the highest levels of the U.S. government, Dr. Lyon stepped away from his reading research. But in May 2023, Dr. Lyon released his "Ten Maxims: What We've Learned So Far About How Children Learn to Read." And of course Susan jumped at the chance to invite him onto the podcast. In a wide-reaching interview, Dr. Lyon traces his life story from the Vietnam War to the National Institute of Health. He also offers an expansive overview of what we know about teaching reading, how children learn—including a discussion of whole language vs. phonics—and his response to educators wondering what reading actually is and what methodology of teaching students to read is most effective.
Quotes: “Reading is a complex behavior subserved by multiple systems in the brain that integrate and inform each other.” —Dr. Reid Lyon | |||
| 27 Sep 2023 | Back to School '23, Interlude episode 2 (Part 2): Embracing the complexity of learning to read with Dr. Reid Lyon | 00:51:27 | |
This is Part 2 of our conversation with Dr. Reid Lyon, one of the leading experts in reading research. After years working for and with the highest levels of the U.S. government, Dr. Lyon stepped away from working on reading research. However, in May 2023, he released his "Ten Maxims: What We've Learned So Far About How Children Learn to Read." Picking up where we left off last episode, Dr. Lyon continues to expand on what we know about how children learn—and explains how much of this information was known two decades ago when he was testifying before Congress. He also goes into what he sees in the current Science of Reading landscape, and what he hopes for the future, and how both of those things led to the creation of his "Ten Maxims."
Quotes: “A more realistic look at reading is in fact to understand the complexity, but not be intimidated by it.” —Dr. Reid Lyon | |||
| 04 Oct 2023 | Back to School '23, Interlude Episode 3: Growing up with dyslexia with Kareem Weaver, Margaret Malaika Weaver, and Elijah Valencia | 01:27:19 | |
In this episode, in honor of Dyslexia Awareness Month, we highlight Kareem Weaver's daughter Margaret "Margo" and nephew Elijah—both of whom learned they had dyslexia later in their young lives. After many struggles in school, Margo was diagnosed with dyslexia in high school. Meanwhile, Elijah was diagnosed with dyslexia only while he was incarcerated. Margo and Elijah discuss the impact of their diagnoses. Meanwhile, Kareem reflects on their stories and shares lessons learned for families and caregivers. Margo and Elijah also share their advice for educators and other young people about types of dyslexia.
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| 11 Oct 2023 | S8 E1: Knowledge and comprehension: Never one without the other with Reid Smith and Pamela Snow | 00:56:14 | |
In the premiere episode of Season 8 of Science of Reading: The Podcast, Susan Lambert is joined by guests Reid Smith and Pamela Snow to lay the groundwork for a season entirely centered on knowledge and knowledge-building. Reid and Pamela—of the SOLAR Lab at La Trobe University in Melbourne, Australia—recently co-authored (along with many others) a review of the literature on background knowledge and literacy. In this discussion, they share what they learned, including some surprising takeaways. This episode examines the complexity of building background knowledge, the important role it plays in literacy, and the reasons we’ve decided to spend a whole season exploring it!
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| 25 Oct 2023 | S8 E2: The joy of reading aloud with Molly Ness | 00:41:56 | |
Many educators understand the value of reading aloud to students, but may not yet have unlocked the full power of these tools as an intentional, consistent, and joyful instructional approach. In this episode, we welcome Molly Ness, author of the recent book, Read Alouds for All Learners: A Comprehensive Plan for Every Subject, Every Day, Grades PreK–8. Molly—a former classroom teacher who also spent 16 years as a teacher educator—gives us an overview of the research on read-alouds, detailing the myriad benefits (linguistic, socioemotional, motivational, and physiological) they provide students. Molly also lays out strategies for effective read-alouds, instructions on how to properly plan and implement them, and specific examples of the pre-work process for texts like Knuffle Bunny by Mo Willems.
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| 08 Nov 2023 | S8 E3: Knowledge and vocabulary: Two sides of the same coin, with Gina Cervetti | 00:44:26 | |
In this episode, Susan Lambert talks to Gina Cervetti, Ph.D., about literacy development, knowledge building, vocabulary expansion—and the deep connections between all three. Gina explains why she sees knowledge and vocabulary as two sides of the same coin. She also attempts to expand the listener's understanding of what knowledge really is; it’s not just subject-area knowledge, it’s also cultural knowledge. In this process, she introduces the idea of conceptual coherence, the benefits of this approach to knowledge building, and avenues for implementing it in the classroom. Lastly, Gina offers strategies for how teachers can effectively build students’ vocabulary without relying on a vocabulary list which she notes is not backed by the research.
Quotes: “I like to think about vocabulary, not as individual words, right, but as a set of labels for ideas that we want kids to be able to read about and talk about and write about.” —Dr. Gina Cervetti | |||
| 22 Nov 2023 | S8 E4: Brace for impact: Unifying classrooms through mission-based learning, with John Hattie | 00:57:18 | |
On this wide ranging episode, Susan finally gets the chance to speak with famed education thinker and author John Hattie, Ph.D. Hattie has authored dozens and dozens of books. He’s best known for his book, Visible Learning, which now has a sequel. In this episode, he discusses his career and shares with Susan some of the biggest takeaways from his work. He also explains what meta-analysis is and discusses some of the biggest takeaways from meta-analysis in the education field. They both also delve into the importance of successful implementation. And, finally, Hattie shares his thoughts on AI and the future of education. This episode offers many practical tips for educators to realign with their mission and dig into why they do what they do and how to best make an impact.
Quotes: “We're very good at finding problems and fixing them but we're not as good—we're not having the courage—to study expertise and scale it up. And that's my mission. Scale up the expertise we have.” —John Hattie, Ph.D. “I'm an evidence-based person. Sometimes I don't like the results, but that doesn't mean you get to deny it. Some people want to deny it. Some people want to get angry with it. And sometimes evidence does get in the way of a good opinion.” —John Hattie, Ph.D. | |||
| 06 Dec 2023 | S8 E5: No perfect set of words: Building vocabulary, with Margaret McKeown | 00:43:37 | |
This episode’s guest is Margaret McKeown, Ph.D., a retired professor from the University of Pittsburgh, decades-long researcher, and former elementary school teacher. In it, Margaret and Susan address why vocabulary is so important, particularly for knowledge building; talk about the various elements of effective vocabulary instruction; discuss the key role of informal instruction in vocabulary building; and share best practices for assessing vocabulary. Listeners will come away from this episode with a deeper understanding of the how and why of vocabulary instruction, as well as tips for bolstering vocabulary instruction in their own communities.
Quotes: “Relax, because you're never going to be able to teach kids all the words that they really need to know, so just drop that.” —Margaret McKeown “There is no perfect set of words, so don't worry about which words you're using, just sort of tune your mind to the kinds of words that turn up in texts a lot, ones that go across texts, not so much ones that are just, domain specific, but what words am I going to read in a novel, a social studies text, a newspaper article? Those are the kinds of words.” —Margaret McKeown “If you do one thing, set up an attitude about words, this idea of reveling in words, and then just drop them in.” —Margaret McKeown | |||
| 20 Dec 2023 | S8 E6: Like teacher, like student: Showing up as your full self, with Dr. Jasmine Rogers | 00:44:04 | |
Returning guest and recent doctoral degree recipient Dr. Jasmine Rogers rejoins the podcast to discuss findings from her research on Black language and teacher perceptions of Black language. Dr. Rogers shares strategies for how educators can better serve students by allowing them to be more themselves in the classroom. She also shares specific teacher approaches she's observed that listeners can apply in their own classrooms. Lastly Dr. Rogers inspires listeners with emotional stories—including her own—about educators learning and growing, and posits that starting with introspection can often have the greatest impact on the classroom.
Quotes: 2:00: Recap of the last episode with Dr. Jasmine Rogers | |||
| 03 Jan 2024 | S8 E7: Vocabulary is unconstrained, with Tanya S. Wright | 00:41:35 | |
As a writer of several books for teachers and parents, former kindergarten teacher, and current associate professor of language and literacy in the Department of Teacher Education at Michigan State University, Tanya S. Wright, Ph.D., has maintained focus on a singular question: How can we most effectively work with students in the early education setting? In answering that question, Wright has researched and written on two interesting areas: vocabulary development, and best practices for literacy development in young children. Listeners will come away from this conversation with some great tips and strategies for developing vocabulary, working effectively with younger students, and integrating writing and vocabulary.
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| 17 Jan 2024 | S8 E8: The plea to preserve deep reading, with Maryanne Wolf, Ed.D. | 01:01:49 | |
A name known throughout the literacy world, Maryanne Wolf, Ed.D., has published over 170 scientific articles and four books focusing on the science of the reading brain. In this episode she discusses the reading brain in a digital context and delves into some of the tensions around literacy instruction in the present moment, including the Science of Reading beyond just phonics, the plea to preserve deep reading, and literacy and screens. She also talks about the topics she’s most focused on and the ones she feels are most pressing in general when it comes to research on the brain and literacy. And she ends with an impassioned message to teachers, expressing her deep respect and gratitude.
Quotes: “Pass on why you learned to be a teacher. Pass it on to your students. Let’s make that next generation of teachers truly excited about what we can do to release the potential of every child.” —Maryanne Wolf, Ed.D. *Timestamps are approximate, rounded to nearest minute | |||
| 31 Jan 2024 | S8 E9: Knowledge building can’t wait, with HyeJin Hwang | 00:47:52 | |
Dr. HyeJin Hwang is an assistant professor and literacy researcher whose research interests revolve around reading comprehension and content learning in K–12 settings, particularly for multilingual students. In this week’s episode of the podcast, HyeJin Hwang talks with Susan Lambert about background knowledge (what it is, how it’s built, and more), the importance of broad knowledge, the connections between knowledge and vocabulary, and unit planning rather than lesson planning. English wasn’t Dr. Hwang’s own first language, and her research on supporting multi-language learners is informed by her own experiences learning English and later teaching English as a second language. Whether you’re just starting to establish a solid foundation on knowledge building or you’re looking to explore the topic from new angles, this episode is the one to listen to.
Quotes: “In knowledge building, we usually like to go for cultivating in-depth knowledge. That means interconnected ideas need to be told throughout multiple lessons, multiple classes, rather than planning individual separate lessons.” —HyeJin Hwang 2:00: Introduction: Who is Dr. HyeJin Hwang? | |||
| 14 Feb 2024 | S8 E10: Comprehension is an outcome, with Sharon Vaughn | 00:47:17 | |
Dr. Sharon Vaughn, award-winning researcher and multi-published author, who has advised on literacy across 30 states and 10 different countries, joins Susan Lambert on this episode. She digs into how we can build reading comprehension rather than teach it, and what it means for comprehension to be a learning outcome rather than a skill. She and Susan touch on how to ask the right comprehension questions, how to ensure coherency in teaching background knowledge, and where it's easy to go wrong—with knowledge building and with the Science of Reading as a whole. Listeners will walk away with a deeper understanding of which skills lead to comprehension and how to avoid strategy overload.
Quotes: Episode timestamps* *Timestamps are approximate, rounded to nearest minute | |||
| 28 Feb 2024 | S8 E11: Cognitive load theory: Four items at a time, with Greg Ashman | 00:53:24 | |
Greg Ashman—author of multiple books including A Little Guide for Teachers: Cognitive Load Theory, deputy principal, and professor—sits down with Susan Lambert on this episode to discuss cognitive load theory and how it applies to how students learn and how to best teach them. Together their conversation covers cognitive load theory, including an exploration of working memory and long-term memory; intrinsic load and extraneous load; biologically primary vs. biologically secondary knowledge; and how to apply these concepts in the classroom. Ashman also provides listeners with helpful advice on ensuring their teaching practices are based on evidence.
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| 13 Mar 2024 | S8 E12: Language and literacy, with Catherine Snow | 00:44:58 | |
Catherine Snow, Ph.D., Professor of Cognition and Education at the Harvard Graduate School of Education, joins Susan Lambert on this episode to reflect on the state of language and literacy instruction in the U.S. They begin their conversation by discussing linguistics in young children and the relationship between language and literacy, before diving into Dr. Snow’s biggest takeaways from her work on the National Research Council report, “Preventing Reading Difficulties in Young Children." Susan and Dr. Snow talk about building vocabulary, growing student curiosity in reading, and exposing students to academic language. Dr. Snow talks about the specific tools educators should be given for meaningful help in the classroom, shares her hopes—and fears—for the future of reading instruction in this country, and explains why she encourages teachers to let their classrooms be noisier.
Quotes: “I see academic language and exposure to academic language as an expansion of children's language skills that both contributes to successful literacy—successful reading comprehension—and gets built through encounters with texts, but also encounters with oral activities.” —Catherine Snow, Ph.D. | |||
| 27 Mar 2024 | Spring Rewind '24: Deconstructing the Rope: Background knowledge, with Susan B. Neuman | 00:41:34 | |
Join Susan B. Neuman, professor of early childhood and literacy education at the Steinhardt School at New York University, in our Deconstructing the Rope series. She explains the important link between background knowledge and reading comprehension in the Science of Reading, and shares her five research-based principles to build knowledge networks in literacy instruction. She also highlights the connection between speech and reading, and previews her upcoming studies on the role of cross-media connections in children’s learning.
Quotes: “We’ve got to start early. We’ve got to start immediately, and know that children are eager to learn and use the content to engage them.” —Susan B. Neuman | |||
| 17 Apr 2024 | Sneak peek: A miniseries on multilingual and English learners | 00:03:46 | |
Science of Reading: The Podcast is launching a special miniseries dedicated to multilingual/English learners (ML/ELs)! Host Susan Lambert will chat with leading researchers and practitioners about how the Science of Reading supports ML/ELs and why this is so important. Through exploration of the key research and enlightening discussions, Susan and guests will discuss the optimal use of the Science of Reading to enhance students’ classroom experiences and overall learning journeys. Listen to this trailer for a sneak peek and be sure to subscribe now so you don’t miss this exclusive miniseries—the first episode is out April 30! | |||
| 10 Apr 2024 | Spring Rewind '24: Biliteracy and assessment, with Lillian Durán, Ph.D. | 00:35:34 | |
Susan Lambert joins biliteracy expert and professor Lillian Durán, who holds a doctorate in educational psychology from the University of Minnesota and researches the improvement of instructional and assessment practices with preschool-aged multilingual/English learners. Durán begins by pointing out the difference between being bilingual and biliterate, then describes the key advantages of being bilingual and the unique skills students who speak multiple languages bring to school. She then discusses how the Simple View of Reading connects to Spanish, the double standard that often occurs when bilingual students are celebrated vs. when they are not, and the process of screening and assessment for multilingual/English learner students. Lastly, Durán compels educators to avoid viewing biliteracy and dual language support as a sub-population of their classroom and instead prioritize the development of students’ home languages, whatever they may be, alongside English instruction.
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| 30 Apr 2024 | ML/EL E1: Language is always an asset, with Kajal Patel Below | 00:51:56 | |
To kick off our miniseries focused on how the Science of Reading serves multilingual/English learners (ML/ELs), Amplify Vice President of Biliteracy Kajal Patel Below joins Susan Lambert for a retrospective discussion of the history of literacy education through a biliteracy lens. Together, they discuss the significance of a recent joint statement put out by The Reading League and the National Committee for Effective Literacy. Below sheds light on why this statement is so monumental, and what it means for serving ML/ELs going forward.
Quotes: “We have an underserved area that's experiencing a massive growth in student population. And so it's really important to then focus on it. Schools are adjusting, they're quick, they're doing the best they can, but we need to be having these conversations around research [and] best practices so that we can set schools up for success and students up for success." —Kajal Patel Below “I just think we have an exciting future in this country. I was in a classroom last week—I saw some of their writing. I saw them speaking, heard them speaking in two languages fluently, easily, excitedly. I just got very excited. These kids are going to be our doctors and our teachers and our engineers and they’re bilingual or multilingual.” —Kajal Patel Below “Their language is an asset, whatever language it is and however much it is.” —Kajal Patel Below *Timestamps are approximate, rounded to nearest minute | |||
| 15 May 2024 | ML/EL E2: Nurturing multilingualism, with Jim Cummins, Ph.D. | 00:56:53 | |
Professor Emeritus Jim Cummins, Ph.D., joins Susan Lambert from the University of Toronto’s Ontario Institute for Studies in Education for an engaging conversation that explores the dynamics of language development and bilingual education, as well as the importance of a supportive learning environment for multilingual/English learners (ML/ELs). Cummins shares stories from his extensive experience and research in the field, highlighting the cognitive benefits of bilingualism, the importance of literacy engagement, and the role of translanguaging in educational settings. He also illuminates the challenges and opportunities in fostering multilingual capabilities and underscores the value of embracing students’ linguistic diversity in schools.
Quotes: “There are differences between the linguistic demands of schooling and the kind of language that we use in everyday conversational context outside of school." —Jim Cummins, Ph.D.
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| 29 May 2024 | ML/EL E3: Diagnosing dyslexia in multilingual learners, with Francisco Usero-González | 01:00:20 | |
As we continue our miniseries on English learners and multilingual learners, Francisco Usero-González, Ph.D., guest, a renowned expert in bilingual education and dyslexia intervention, joins Susan Lambert to discuss diagnosing dyslexia in multilingual learners and the deep understanding it requires. To accurately approach observation and assessment, educators need all the different parts of their own identity to create a complete picture. Usero-González discusses how moving from Spain to the United States led him to champion professional development that teaches educators to have a linguistic, cognitive, and cultural understanding of students. Together, Susan and Usero-González also touch on the ways in which symptoms of dyslexia and the natural process of language acquisition can be confused, how to diagnose dyslexia in multilingual learners, what dyslexia looks like across languages, and how translanguaging is especially helpful for multilingual learners with dyslexia.
Quotes: “It is very important for us to have this communication with parents and teachers and have them as our best allies. They are going to give us a lot of information that we maybe cannot track during our classroom time.” — Francisco Usero-González Episode timestamps* | |||
| 12 Jun 2024 | ML/EL E4: Practical strategies for multilingual learning, with Diane August, Ph.D. | 00:56:33 | |
In this episode, Diane August, Ph.D. shares her journey and expertise supporting multilingual learners, focusing on her transition from a Spanish language teacher to a widely recognized expert in literacy and language acquisition for multilingual students. August recounts her initial teaching experiences, her realization of the need for better support for language development, and her subsequent pursuit of a Ph.D. and further research efforts to deepen her understanding of second language acquisition and content integrated language teaching. August emphasizes the foundational importance of supporting multilingual learners through asset-based approaches, bilingual programming, and research-based instructional strategies, advocating for educational policies and practices that recognize and leverage the linguistic and cultural assets of multilingual learners from the very early grades all the way through the later grades.
Quotes: “There's some sounds in English that aren't present in a first language. Or there are orthography letters that sound different in one language versus the other. So you just have to realize you have to take into consideration the kid's language background when you're teaching foundational skills.” —Diane August, Ph.D “We develop kids' oral language when they're older in conjunction with teaching them to read and teaching them content area knowledge. You can't not do that from the beginning, you have to support kids in foundational reading skills.” —Diane August, Ph.D. “Second language learners also come with a lot of knowledge in their first language, which is really important to consider. It's not like they don't have background knowledge.” —Diane August, Ph.D. | |||
| 26 Jun 2024 | ML/EL E5: Serving every student, in every seat, speaking any language, with Genie Baca | 00:47:33 | |
This episode features an in-depth conversation with Genie Baca, a 33-year education veteran who has spent the last 18 years as a principal in Texas. Baca discusses her career progression from a balanced literacy classroom teacher to various educational roles along her journey to the Science of Reading—and how it all led her to a unique school predominantly serving refugee students. This school—where 39 languages are spoken by the diverse student body—faces different challenges (and opportunities) than most schools. Baca shares some of the transformative strategies implemented under her leadership, particularly focusing on the Science of Reading and high-quality instructional materials. These strategies have significantly improved literacy and engagement, with a systematic approach adjusted for Tier 1 instruction to benefit all students, including monolingual and multilingual learners. Baca’s story showcases the positive influence strong leadership, a dedicated staff, and research-based educational methodologies can have when creating a successful learning environment for a diverse student population. "I couldn't just lead my campus into the Science of Reading if I didn't open myself up to [the possibility that] maybe I was wrong. It wasn't easy, but it really took me looking at student work to prove that what I had been doing all these years wasn't working." —Genie Baca Episode timestamps* | |||
| 28 Jun 2024 | Beyond My Years podcast trailer | 00:04:39 | |
Listen to this trailer for our new podcast, Beyond My Years, launching August 14th. Every day headlines tout something “new” in education—the latest research, the hottest tech, the trendiest new hacks for organizing your classroom. However, beyond all the hype there’s one underestimated resource that’s truly deserving of our attention: educators who’ve been doing this for years. In this trailer, you’ll hear from host and educator Ana Torres as she explains her season-long journey of learning from the experiences and lessons of seasoned educators from around the world. Their stories will make you laugh, make you cry, and—just maybe—change the way you think. Subscribe now so you don’t miss a thing. | |||
| 10 Jul 2024 | ML/EL E6: Curating a confident classroom for multilingual learners, with Arturo Valadez Sáenz | 00:53:31 | |
In this episode, Susan Lambert is joined by Arturo Valadez Sáenz, a demonstration teacher from Dallas, Texas, who delves into his journey from his childhood in Mexico to becoming an educator in the United States. He describes his current role, teaching both English and Spanish language arts, and emphasizes the importance of bilingual education. He shares the demographics and linguistic challenges of his students, many of whom are newcomers to the country, some of whom come from economically disadvantaged backgrounds or speak different dialects. Arturo discusses effective strategies like bilingual pairing, feedback for learning, and the impact of Science of Reading practices in his classroom. He also highlights the necessity of creating a positive classroom culture and building students’ confidence. Arturo’s story is a testament to the transformative power of education and the significant difference a dedicated teacher can make in the lives of students.
Quotes: “It’s all about confidence, building the student’s confidence. It’s a huge component of preparing students to be successful.” —Arturo Valadez Sáenz “It’s not about the teacher. When planning, my biggest suggestion is do not plan for your own actions. Plan for what the students are going to be doing in every single portion of the lesson.” —Arturo Valadez Sáenz Episode timestamps* | |||
| 24 Jul 2024 | Summer '24 Interlude E1: How effective coaching transformed Mississippi, with Margaret Goldberg and Kelly Butler | 01:06:05 | |
In this episode, Susan Lambert talks with Kelly Butler and Margaret Goldberg about their experiences and insights into improving reading instruction, particularly in Mississippi and California. Kelly discusses her work with the Barksdale Reading Institute, its impact on reading education, and the importance of coaching and structured literacy. Margaret shares her experiences as a coach in California, the challenges of teacher training, and the importance of having a clear and effective literacy plan that includes acquiring high-quality data and using it to inform all your strategies. Both guests emphasize the need for systemic change and the role of community involvement in educational success.
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| 07 Aug 2024 | Summer '24 Interlude E2: One-pagers make literacy research more accessible, with Jamie Clark | 00:44:51 | |
In this episode, Jamie Clark and Susan Lambert delve into Jamie's new educational resource called: one-pagers, designed to distill complex educational literacy research into accessible, practical one-page summaries for teachers. Jamie, originally from the United Kingdom and now based in Australia, also shares his one-pager journey from ideation, to creating these resources, to witnessing their impact in the classroom. Aside from discussing his methodology, Jamie also highlights the iterative process of refining his work and collaborating with key figures in the educational field, and the importance of contextual application of these strategies in different educational settings. Jamie also gives an in-depth explanation of his Think-Pair-Share one-pager, highlights how important it is for teachers to continue learning, and ends with advice for anyone looking to make research more accessible.
Quotes “Think-pair-share is important because it makes students feel safe before they share with the class.” —Jamie Clark “The main thing as a teacher for me is that you always need to learn and that you never stop learning.” —Jamie Clark “The best research is the stuff that you can glean information from and then do something with that's actionable and practical.” —Jamie Clark Episode Timestamps* | |||
| 14 Aug 2024 | Beyond My Years: Teaching with heart, starring Joyce Abbott | 00:55:06 | |
Check out Amplify’s new podcast, Beyond My Years— host and educator Ana Torres seeks out educational insights and hard-won lessons directly from people who have thrived for decades in the classroom: seasoned educators. | |||
| 21 Aug 2024 | Summer '24 Interlude E3: Training teachers well from the start, with Lisa Lenhart and Rebecca Tolson | 00:52:04 | |
In this Science of Reading: The Podcast episode, Susan Lambert speaks with Rebecca Tolson and Lisa Lenhart about their roles at the University of Akron's newly established Center for Structured Literacy. They discuss their personal journeys in literacy education, the large grant received from the Ohio Department of Higher Education, and how the Center aims to prepare pre-service teachers using the Science of Reading and structured literacy. Rebecca and Lisa elaborate on the faculty’s training program, curriculum updates, and the potential community impact. The conversation also touches on the emotional and professional challenges in shifting to evidence-based practices, the history of literacy legislation in Ohio, and the Center's long-term goals—including IDA accreditation and expanding their impact on both pre-service and in-service educators.
Quotes “The Center for Structured Literacy is about empowering teachers at the onset—bachelor's degree. If districts have to retrain them after they graduate, then we're not doing something right.” —Rebecca Tolson ‘The more I learn, the better I'm at my craft and my teaching for my students.” —Rebecca Tolson “It takes the right person leading you and it takes hard conversations of what we believe.” —Lisa Lenhart Timestamps* *Timestamps are approximate, rounded to nearest minute | |||
| 04 Sep 2024 | S9 E1: Literacy as a catalyst for change, with Ray James | 00:42:20 | |
In the Season 9 premiere of Science of Reading: The Podcast, Susan Lambert speaks with Ray James, Head of School at The Ansley School, about the transformative impact of literacy instruction. The Ansley School, which serves children experiencing homelessness, has made evidence-based literacy instruction a key piece of its efforts to foster profound educational and community change. Ray shares his journey and explores how a focus on literacy provides benefits that extend beyond the classroom to the broader community. This episode underscores the importance of foundational literacy skills and sets the stage for a new season dedicated to a literacy reboot.
Quotes: "Education isn't just about academics, it's about creating a safe place and providing holistic, evidence-based literacy instruction that catalyzes real change."—Ray James | |||
| 18 Sep 2024 | S9 E2: Standards are the 'what' and curriculum is the 'how,' with Sue Pimentel | 00:56:07 | |
In this episode, Susan Lambert welcomes back Sue Pimentel to discuss the history and impact of the Common Core State Standards on English Language Arts and Literacy (ELA) education in the United States. Susan and Sue revisit what the standards were designed to focus on: knowledge building, college and career readiness, and fluency in both literary and informational texts. Their conversation covers the importance of text complexity, the lack of a research base to support leveled readers, and knowledge building as a matter of equity and content as a matter of access. While acknowledging the value of these standards, the discussion also highlights their limitations. Sue underscores the importance of always returning to the research to ensure students are truly learning, preparing them to navigate the world and ultimately, live happier lives.
Quotes: “What the standards say is, ‘Leveled texts are out and complex texts are in.’ There's no research behind assigning a level to students reading and then sort of imprisoning them in that.” —Sue Pimentel “The more stuff you know, the better you're able to navigate the world….and I think the happier life is. And certainly the happier kids' lives are when they're actually learning stuff.” —Sue Pimentel | |||
| 02 Oct 2024 | S9 E3: Know the non-negotiables in a program aligned to the Science of Reading, with Kari Kurto | 00:44:26 | |
On this episode, Kari Kurto, National Science of Reading Project Director at The Reading League, discusses The Reading League’s curriculum evaluation tool, which assesses a curriculum’s research-based practices. Kurto's conversation with Susan Lambert touches on her background teaching students with dyslexia, the non-negotiables in curriculum aligned to the Science of Reading, and how educators can use information about an evaluated curriculum to inform instruction. While Kurto stresses that no program is perfect, she and her colleagues have worked to equip educators with a tool to more easily and objectively access information when making curriculum choices..
“Thank you to those folks who have been listening. Thank you to the folks who are curious about learning more, those who have spent years implementing and tweaking and improving literacy outcomes for our country's next generation. I mean, that's huge.” —Kari Kurto | |||
| 16 Oct 2024 | S9 E4: Comprehension is not a skill, with Hugh Catts, Ph.D. | 00:53:43 | |
In this episode Susan Lambert is joined by Hugh Catts, Ph.D., professor at Florida State University, to break down what comprehension is and bust some myths around what it isn’t. With a family history of dyslexia, he has a personal connection to the topic that led him into research in language sciences and language disorders. He discusses how his findings moved him away from viewing comprehension as simply a “component of reading” but rather something entirely separate—a condition created over time, defined by purpose, and influenced by prior knowledge. Together, Susan and Hugh address many comprehension-related contexts, such as the simple view of reading, the five pillars of reading, and comprehension’s relationship to knowledge building. Hugh also gives listeners practical advice for helping students suss out their comprehension before reading, and he clarifies why understanding the standard of coherence is important.
Quotes: “There's just not enough mental reserve to be able to build that meaning that quickly. So it helps tremendously that you have some knowledge about it beforehand. That knowledge gives you a place to put information. So when you read about something, it gives you storage for the information. It's kind of like a cubby hole that you put the mail in, in an office.” ––Hugh Catts, Ph.D. Episode timestamps* | |||
| 30 Oct 2024 | S9 E5: What makes a literate brain, with Lori Josephson | 00:37:35 | |
On this episode of the podcast, Lori Josephson joins Susan to talk about her new book Calling All Neurons! How Reading and Spelling Happen. Lori discusses her journey into literacy and how she saw the need for an accessible, digestible book about the brain science behind learning to read — one that would be enjoyable for adults and students alike. Lori explains what a neuron is and shows how understanding neural networks is essential to understanding learning to read. She also delves into the importance of getting everyone in a student’s life involved in their literacy development. Lori and Susan also answer some listener-submitted questions, prompting discussions on how to help older elementary students who lack foundational skills and advice for educators who work with students with significant cognitive disabilities.
Quotes: “In my mind, I use this equation. Knowledge equals motivation, equals active learning, equals resilience, equals success.” —Lori Josephson “Creating a literate brain is a team sport. Everyone needs to be involved. The parents, caregivers, teachers—they need to be engaged in an interactive way.” —Lori Josephson “Literacy is a civil right. It's also a gift. It's an opportunity to share thoughts, feelings with others that can be revisited and saved.” —Lori Josephson Timestamps | |||
| 13 Nov 2024 | S9 E6: Making high-quality text free and accessible, with Susanne Nobles | 00:37:21 | |
In this episode, Susan Lambert chats with ReadWorks Chief Academic Officer Susanne Nobles, Ph.D., to explore her organization’s mission of making high-quality texts free and accessible to all. Together, they discuss ReadWorks’ Article-A-Day program, which offers articles to build students’ knowledge and vocabulary while supporting teachers with resources that promote topical coherence. Susanne shares insights into why text quality matters, including that kids know when text isn’t worth their time and attention. She also details how ReadWorks ensures the quality of their materials, describes the Spanish-English texts they’ve introduced to support multilingual/English learners, and offers advice for listeners thinking about text quality and cohesion.
Quotes: “Kids know when a text is worth their time.” —Susanne Nobles “We want to put a great book in a kid's hands and have them get excited about reading and therefore get good at reading. And it really goes the other way. And so it's once you build that ability to read, then that excitement comes with reading.” —Susanne Nobles Episode timestamps | |||
| 27 Nov 2024 | S9 E7: Neurodiversity and the reading brain, with Ioulia Kovelman, Ph.D. | 00:45:00 | |
Susan is joined by Ioulia Kovelman, Ph.D., professor in the Department of Psychology at the University of Michigan, to give educators the perspective of a developmental cognitive neuroscientist on literacy development. Starting with the basics of cognitive science versus brain science, Ioulia gives a comprehensive overview into how the brain changes as children learn to read, including differences seen in neurodiverse students and multilingual/English learners. Ioulia then answers a question from our listener mailbag on neuroscience and dyslexia and how current research can inform teaching strategies. Ioulia ends with a rallying message that scientists, teachers, and children cannot stand alone and need to find ways to connect with each other to strengthen literacy as a whole.
“Science is informed by teachers and children. We're all together. I do not teach children. Teachers don't usually do science. But we have to find ways of connecting with each other.” —Ioulia Kovelman, Ph.D. Episode timestamps* | |||
| 11 Dec 2024 | Special: Lessons from the 2024 National Teacher of the Year, with Missy Testerman | 00:52:19 | |
This week, we’re highlighting an episode of Beyond My Years, our sibling podcast that gives you exclusive access to all the wisdom of veteran educators. Beyond My Years host, Ana Torres, learns from the best as she sits down with 2024 National Teacher of the Year Missy Testerman. Missy teaches Ana about being open to new ideas and perspectives, offers tips on building relationships with families, and discusses the importance of slowing down. Missy doesn’t shy away from tough topics, like managing the “who knows best” struggles among administrators, teachers, and parents, and knowing when it’s time to step away from teaching, In addition, Classroom Insider Eric Cross and Ana discuss understanding your community, being more flexible in presenting your lessons, and seeking mentorship and continuous growth.
Quotes: “I want them to be proud of where they came from, always, because that's part of their story. It's always going to be an important part of their story.” —Missy Testerman “I have no magic answers. I have some experiences and I have a little bit of wisdom from three decades of time spent in the education field, but I absolutely do not have it all figured out.” —Missy Testerman “The reality is that the journey toward wisdom in any career, especially in education, has to be slow and steady.” —Missy Testerman | |||
| 01 Jan 2025 | Special Episode: Award-winning ways to put science into practice | 00:26:35 | |
Amplify’s 2024 Science of Reading Star Award winners share insights from their daily work. They reflect on why it’s so critical to stay grounded in evidence-based literacy practices and how they bring those practices into their schools and classrooms. Listeners will be inspired by the creative ideas of educators who are making a difference in the lives of students across the country. Winners honored in the episode in order of appearance are: Amber Hines, Vance County Schools, NC; Elizabeth Caton, Windber Area Elementary School, PA; Jamie Vannoy, Wirt County Primary Center, WV; Christine Michalik, Cicero School District 99, IL; Andrea Mason, County Line Elementary School, GA; A. Simone McQuaige, Prince George’s County Public Schools, MD.
Quotes: “It's important that we are aligning our practices to standards and what the students are required to do—but also what they need.” —Elizabeth Caton “If we don't make a conscious effort to utilize evidence-based practices, we are going to be failing our most at-risk populations.” —Jamie Vannoy “All students should have the opportunity for multiple readings of the same text to build comprehension, to build fluency.” —Christine Michalik “It's really important to utilize assessments, [to] make sure that my students are getting exactly what they need based on the data that I get from assessments, but also based on the data that I get from regular progress monitoring.” —Andrea Mason “This is not something that can be just done at the schoolhouse. It involves the community and all of our community stakeholders.” —A. Simone McQuaige | |||
| 15 Jan 2025 | S9 E8: Cognitive science-informed teaching, with Natalie Wexler | 00:40:26 | |
In this episode, Susan Lambert rejoins podcast alum Natalie Wexler to discuss Natalie’s new book Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning. Listeners will gain insights into why this topic is important, what this book offers educators, why Natalie was so drawn to writing this book, and what cognitive science-informed teaching looks like in general. Natalie addresses how cognitive load theory works in practice with literacy, misconceptions about focusing only on phonics, and scaling science-informed instruction. Natalie also answers a question from the listener mailbag about encouraging colleagues to adopt an evidence-based approach.
Quotes: “We spend much more time trying to teach…them to read, but we kind of expect them to just pick up writing. You know, for most kids, it does not happen.” —Natalie Wexler “No matter how good you are at making inferences, if you don't have the requisite background knowledge, you're not gonna be able to do it.” —Natalie Wexler “It doesn't work to just ask inexperienced writers to just write down stuff. That is not going to provide the cognitive benefits.” —Natalie Wexler | |||
| 29 Jan 2025 | S9 E9: Identify Developmental Language Disorder in your classroom, with Tiffany Hogan, Ph.D. | 00:41:03 | |
In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Tiffany Hogan, a professor at MGH Institute of Health Professions in Boston, who studies the connections among speech and language and literacy across time in children. Together, Susan and Dr. Hogan explore the complexities of language, the components that form language, and the significance of language for literacy. Dr. Hogan explains Developmental Language Disorder (DLD)—its characteristics, its prevalence, and the challenges in recognizing it. She emphasizes the importance of supporting children with DLD and the role of educators in making a difference long-term. She also provides listeners with effective strategies for supporting children with oral language deficits, offers insights into the relationship between background knowledge and language, and answers questions from our listener mailbag.
Quotes: ”Oral language difficulties are a crystal ball into reading comprehension” –Tiffany Hogan, Ph.D. “You, as an educator, can be the one that really makes a difference for that child. It only takes one person to make a huge difference in the life of a child” –Tiffany Hogan, Ph.D. | |||
| 12 Feb 2025 | S9 E10: Phonology as a settled science, with Jane Ashby, Ph.D. | 00:45:46 | |
In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Jane Ashby, professor in the Reading Science doctoral program at Mount St. Joseph University. They define the concept of “settled science” as a jumping-off point before digging into phonology and the argument for not always basing your teaching practice on the newest research. Dr. Ashby touches on the impact of phonology on comprehension, the Matthew Effect, and why the term “instant words” is more accurate than “sight words.” You’ll walk away from this episode with two practical exercises Dr. Ashby recommends for teaching students to transfer oral segmenting and blending to reading and writing tasks. Show notes
Quotes “To store a vocabulary word, it's not enough to have the meaning. You have to have the entry for it, and the entry for it is the sound form of the word.” —Jane Ashby “The greatest gift you can give a kid is letting them know that you see that they're special and that they have something unique that they bring to the world. But the second piece is really, can you help them become a confident, independent reader?” —Jane Ashby Episode timestamps* 2:00 Introduction: Who is Jane Ashby? *Timestamps are approximate, rounded to nearest minute | |||
| 26 Feb 2025 | S9 E11: Writing the way to better reading, with Judith Hochman, Ed.D. | 00:39:54 | |
In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Judith Hochman, Ed.D., co-author of “The Writing Revolution.” Their conversation begins as Dr. Hochman recalls the early days of writing instruction and research, then delves into the connection between better writing and better reading. Dr. Hochman touches upon topics such as writing comprehension, her experience implementing writing instruction as a classroom teacher and as an administrator, and how the writing revolution came to be. She also answers a question from our listener mailbag, providing a detailed overview of the scope and sequence for transitioning student writing from sentence composition to paragraphs to whole texts. Show notes:
Quotes: “I had an epiphany that our students really had to learn writing as a second language.” —Judith Hochman “Having students write a lot is not teaching writing. It's just like if you put a lot of books in a classroom, students don't magically begin to read.” —Judith Hochman “This is not learned by osmosis, and it's not learned by vague feedback like, ‘Make it better,’ or, ‘Add more details.’ You've got to be very granular. This is not a naturally occurring skill in human development for any of us.” —Judith Hochman Episode timestamps* | |||
| 12 Mar 2025 | S9 E12: Explicit instruction of academic language, with Adrea Truckenmiller, Ph.D. | 00:43:54 | |
In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Adrea Truckenmiller, Ph.D., associate professor of special education and school psychology at Michigan State University. Their conversation starts with defining academic language and breaking it down on the level of the word, the sentence, and full text. Adrea then touches on topics such as informational vs. narrative text structure, morphological complexity, and effective writing assessment. She also gives advice on how to implement explicit instruction on informational text and academic language, and details a few examples of what it can look like in the classroom. Adrea ends by discussing her passion for special education and encouraging educators to get involved. Show notes:
Quotes: “ Academic language is really a new language for everyone to learn.” —Adrea Truckenmiller, Ph.D. "When we're thinking about teaching academic vocabulary, it's not just one time around. Sometimes we have to layer that instruction for deeper and deeper and deeper meaning.” —Susan Lambert Episode timestamps* | |||
| 26 Mar 2025 | S9 E13: Empowering instruction through mental models, with Young-Suk Grace Kim, Ed.D. | 00:49:54 | |
In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Young-Suk Grace Kim, a professor at University of California at Irvine's School of Education. Dr. Kim begins by defining a theoretical model, outlining its value to teachers as it pertains to literacy instruction. She describes her own interactive dynamic literacy (IDL) model, which seeks to more fully explain reading and writing connections. Dr. Kim emphasizes how reading and writing function as a powerful and closely related system, and examines how this system interacts with developmental phases, linguistic grain size, and reading and writing difficulties, including dyslexia. After navigating the complexities of this conversation, Susan ends the episode by sharing her unique insights and takeaways from her time with Dr. Kim. Show notes:
Quotes: “Lower order skills are necessary for higher order skills; that means skills and knowledge have a series of causal effects. So if you flip it the other way, any challenges or weaknesses in lower order skills, it's going to have a series of impacts on higher order skills.” —Young-Suk Grace Kim, Ed.D. “Theory is an explanation about how things work. …It's a structured framework, a mental framework, that helps us explain, and predict, and understand phenomena.” —Young-Suk Grace Kim, Ed.D. “If an educator goes to a professional development and learns about something like phoneme awareness…but you don't have a framework in which to attach it, you can sort of go down a rabbit trail on one thing instead of thinking about how it relates to the whole.” —Susan Lambert Episode timestamps* | |||
| 09 Apr 2025 | S9 E14: Your questions answered, with Claude Goldenberg, Ph.D., and Susan Lambert | 00:59:23 | |
In this special episode of Science of Reading: The Podcast, Susan Lambert is joined by Claude Goldenberg, Ph.D., professor of education at Stanford University, to answer questions from our listener mailbag. Together they address a wide range of topics facing today’s educators, such as what to do when your school implements conflicting materials, how to support students that are two or three grade levels behind, best practices for teaching multilingual learners, and more! Show notes:
Quotes: “Incrementalism is just not going to serve our purpose unless you want to keep things as they are. And I hate to say this, Susan…some people wouldn't mind leaving things as they are. And we can't do that, and we can't do it incrementally. We've got to really move, like last year.” —Claude Goldenberg “You’ve got to understand how [two programs] fit together and what the purpose is. Giving teachers materials that are literally incoherent and don't fit with each other is not the answer.” —Claude Goldenberg “We need to have a system ... using the best knowledge that we have systematically throughout the state, throughout the country, with systems that pick up kids who are at risk and don't let them fail.” —Claude Goldenberg Episode timestamps* | |||
| 23 Apr 2025 | A better way to teach our teachers, with Dr. Karen Betz | 00:39:22 | |
In this special episode of Science of Reading: The Podcast, Susan Lambert is joined by Assistant Professor of Literacy and Coordinator of Reading Science Programs at Marian University Karen Betz, Ed.D., to discuss a key topic in the Science of Reading movement: higher education. Betz describes how we can better prepare new teachers to provide evidence-based instruction, and her tool to help teachers in higher education assess whether their courses align to reading research. Betz also offers advice for current practitioners on how they can support change at the university level. Show notes:
Quotes: “Don't be afraid to say ‘I don't know.’ I think people respect that, that you say, ‘I just don't know’ and ‘how can you help me learn more?’”—Karen Betz, Ed.D. And it ultimately always is going to come down to the children, and we can never lose sight of that. It's about the kids.” —Karen Betz, Ed.D. Episode timestamps* | |||
| 14 Oct 2019 | S1-00. About Science of Reading: The Podcast | 00:13:27 | |
Welcome to Science of Reading: The Podcast! We bring educators the latest insights from researchers and practitioners in early reading. We believe equity in education begins with reading science. | |||
| 16 Oct 2019 | S1-01. The Knowledge Gap: Natalie Wexler | 00:39:15 | |
What’s broken in our education system? Natalie joins Susan for a provocative talk about her latest book, The Knowledge Gap, and how a knowledge-based curriculum can change classrooms—and students’ futures. Quotes “Kids actually love to learn stuff. They love to feel like they’re experts. It does wonders for their self-esteem.” - Wexler “Once teachers try it and can see what can happen…they’re going to say ‘I’m never going back to what I was doing before.” - Wexler Resources Natalie Wexler’s books: The Knowledge Gap: The hidden cause of America's broken education system--and how to fix it The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grade Natalie Wexler’s articles: “Elementary Education Has Gone Terribly Wrong: The Case for Teaching Kids Stuff” (The Atlantic, August 2019) “Why American Students Haven't Gotten Better at Reading in 20 Years” (The Atlantic, April 2018) Additional resources: Cognitive scientist Daniel Willingham’s education blog Want to discuss the episode? Join our Facebook group Science of Reading: The Community. 2:00: Introduction: Why is Natalie Wexler? | |||
| 30 Oct 2019 | S1-02. Background knowledge and education reform: Robert Pondiscio | 00:42:36 | |
Robert shares what inspired him to embark upon his esteemed career path and how we must acknowledge and address that children come to school from different places and backgrounds along their language trajectory in our schools. Susan and Robert discuss the latest in education reform, the knowledge gap, how it is only going to get larger as kids move through grades, the limited time we have to correct it, and how to start doing so. Quotes: “Language is heavily dependent upon readers making correct inferences about context, and that’s background knowledge.” “Language is a series of inference-making, that’s all knowledge-dependent. And if we’re not operating from the same base of knowledge, it all breaks down.” Resources: Robert Pondiscio's book: How the Other Half Learns: Equality, Excellence, and the Battle Over School Choice Robert Pondiscio's articles: How to improve literacy after elementary school The lost children of Hirsch: Will a fresh argument for content-rich curricula make a difference? Additional resources: "How knowledge helps", an article by Daniel Willingham | |||
| 13 Nov 2019 | S1-03. Reporting on education and the science of reading: Emily Hanford | 00:41:54 | |
Susan sits down with education reporter and host of the Education Post podcast, Emily Hanford, examines the big takeaways from her experience on reporting on dyslexia, patterns that emerged from her investigating, the science of reading and why schools don’t align with it more, the theory of how reading works, and the evolution of balanced literacy, phonics instruction and whole language. Quotes: “We have to be teaching kids how the written language works to help them become good readers.” “Family income and poverty affect educational opportunities and outcomes.” Resources: 'Hard Words' Education Post Podcast Additional resources: NAEP Reading Scores | |||
| 26 Nov 2019 | S1-04. The importance of fluency instruction: Tim Rasinski | 00:43:13 | |
Susan and Tim Rasinski, author of The Megabook of Fluency: Strategies and Texts to Engage All Readers, discuss his work at the reading clinic at Kent State University, the aspects of good fluency instruction, what constitutes fluency, and how reading speed is correlated to word recognition and automaticity. He stresses the importance of fluency and finding ways to be artful while teaching reading. Quotes: “Fluency is the bridge and we can’t ignore it.” “Speed is the consequence of automaticity–automaticity is not the consequence of speed.” Resources: The Megabook of Fluency: Strategies and Texts to Engage All Readers by Tim Rasinski Why Reading Should be Hot! by Tim Rasinski Email: trasinsk@kent.edu Website with articles and blog: timrasinski.com Twitter: @trasinski1 Additional resources: Fluency: The Neglected Reading Goal by Richard Allington After Decoding: What? by Carol Chomsky The Method of Repeated Readings by Dr. S. Jay Samuels Jean Chall's Stages of Reading Development Tim Shanahan interview on The Science of Reading | |||
| 22 Jan 2020 | S1-08. Evidence-based literacy practice in the classroom: Tim Shanahan | 00:36:29 | |
Literacy expert and author Tim Shanahan discusses his views on teaching reading in middle school as an extension of evidence-based early literacy practices. What are some of the challenges and what should reading instruction include? Tim and host Susan Lambert dive into boosting comprehension, how the English language is always changing, and how to structure reading instruction across content areas such as history, science, and math so students are equipped to comprehend those texts as well. Quotes: “It is absolutely essential in any comprehension lesson that the kids come away with knowledge.” “Not dealing with vocabulary early on is like leaving ticking time bomb for later.” Resources: Shanahan on Literacy website and blog posts Podcast: A conversation with Tim Rasinski Want to discuss the episode? Join our Facebook group Science of Reading: The Community. | |||
| 11 Dec 2019 | S1-05. Connecting confidence in school and literacy development: Lois Letchford | 00:43:38 | |
Lois Letchford, author of Reversed: A Memoir, shares personal accounts of her son’s struggles with learning how to read as well as her own in school with dyslexia. After being told by a teacher that her son was “the worst child [she’s] ever seen in [her] 25 years of teaching,” she persisted with endless patience to help her son and began writing poems to pique his interest in reading. What is he doing now? Was she successful? Resources: Reversed: A Memoir by Lois Letchford Poetry for kids by Lois Letchford Website with articles and blog: https://www.loisletchford.com/ Twitter: @LetchfordLois | |||
| 18 Mar 2020 | S1-12. Neuroscience and early literacy: Dr. Bruce McCandliss | 00:48:27 | |
Susan and Dr. Bruce McCandliss, a professor in the Graduate School of Education at Stanford University, chat about combining neuroscience with education. How does neuroscience help us understand the changes going on in the brain of a child learning to read? Why do some children struggle so profoundly? He shares his research into focusing the student’s attention on letters and sounds versus on the word as a whole. Quotes: “Teachers play a huge role in shaping brain development for reading.” “This is where education and neuroscience are coming together to create a dialogue in the space of how we support children.” Resources:
Episode timestamps* | |||
| 19 Feb 2020 | S1-10. Myths and misconceptions about universal screening: Nancy Nelson | 00:48:00 | |
Dr. Nancy Nelson, Research Assistant Professor at the Center on Teaching and Learning at the University of Oregon, discusses myths and misconceptions around RTI, Multi-Tiered Systems of Support (MTSS), and universal screening in reading instruction. “Relying on data allows us to engage in a systematic process to implement systems to meet the needs of all kids.” DIBELS® at the University of Oregon | |||