S1-04. The importance of fluency instruction: Tim Rasinski
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: firstname.lastname@example.org Website with articles and blog: timrasinski.com Twitter: @trasinski1 Kent State Reading Clinic Additional resources: Fluency: The Neglected Reading Goal by Richard Allington After Decoding: What? by Carol Chomsky The Method of Repeated Readings by Dr. S. Jay Samuels Jean Chall's Stages of Reading Development Tim Shanahan interview on The Science of ReadingWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
26 Nov 2019
S1-02. Background knowledge and education reform: Robert Pondiscio
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 WillinghamTeaching Content is Teaching Reading video by Daniel WillinghamWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
30 Oct 2019
S1-03. Reporting on education and the science of reading: Emily Hanford
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 PodcastAt a Loss for Words: How a flawed idea is teaching millions of kids to be poor readers article by Emily HanfordWhat to do if your child's school isn't teaching reading right? article by Emily Hanford Additional resources: NAEP Reading ScoresWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
13 Nov 2019
S1-08. Evidence-based literacy practice in the classroom: Tim Shanahan
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.
22 Jan 2020
Most Popular Podcasts
S1-06. The facts and myths of dyslexia: Emily Lutrick
Emily Lutrick, a PreK-5 Curriculum and Dyslexia Coordinator with almost 20 years of experience in education, examines the facts and fictional myths of dyslexia, how early is too early to screen for dyslexia, and how to identify the signs and risk factors. Susan and Emily discuss how dyslexia relates to the science of reading and what educators and parents can do to help students after school. Quotes: “You’ve got to arm yourself with good, strong, core curriculum. Make sure you’re informed in what it means to teach in a structured literacy environment. [These] go hand in hand with the science of reading.” “Be intentional about identifying what that risk factor is. What is it that’s causing that breakdown?” Resources: Twitter @drlutrick Want to discuss the episode? Join our Facebook group Science of Reading: The Community.
24 Dec 2019
S1-07. The missing link in reading comprehension: Anne Lucas
What is the missing link in reading comprehension? Anne Lucas, former curriculum director and current product manager of Amplify Reading, discusses the multifaceted nature of comprehension, why it’s so difficult to teach, a teacher's powerful "eureka! moment," and the specific sentence-level skills which, if practiced, improve overall comprehension. Quotes:“The more tools we give to kids to grapple with texts and concepts, the better they’ll be able to do it.” “Background knowledge is incredibly important and is something that we need to integrate into instruction and curriculum.” Resources: Comprehension Microskills Classroom Activity The Missing Link in Comprehension White PaperUnderstanding and Teaching Reading Comprehension by Jane Oakhill Want to discuss the episode? Join our Facebook group Science of Reading: The Community.
8 Jan 2020
S1-05. Connecting confidence in school and literacy development: Lois Letchford
Lois Letchford, author of Reversed: A Memoir, shares personal accounts of her son’s struggles with learning how to read as well as her own in school with dyslexia. After being told by a teacher that her son was “the worst child [she’s] ever seen in [her] 25 years of teaching,” she persisted with endless patience to help her son and began writing poems to pique his interest in reading. What is he doing now? Was she successful?Quote: “Believe in your child, believe they are capable of anything--and tell them that.” Resources: Reversed: A Memoir by Lois Letchford Poetry for kids by Lois Letchford Website with articles and blog: https://www.loisletchford.com/ Twitter: @LetchfordLoisWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
11 Dec 2019
S1-09. The cognitive science behind how students learn to read: Carolyn Strom
Carolyn Strom, Professor of Early Childhood Literacy and Innovation at NYU, discuss her research and interviews with pre-school teachers and how students learn to read, her view on the science of reading and the cognitive science behind it all. She shares her insights on the importance of neuroscience, culturally responsive teaching and dives into Linnea Ehri’s four phases of learning how to read.Quotes: “Our brains are not wired to read…we have to do a neurological backflip to teach our brains to read." “You can’t think about a tree without thinking of its environment the same way you should not be thinking about a kid’s reading development without thinking of their environment.” Resources: Reading in the Brain: The New Science of How We Read by Stanislas Dehaene Carolyn Strom NYU Bio Want to discuss the episode? Join our Facebook group Science of Reading: The Community.
5 Feb 2020
S1-12. Neuroscience and early literacy: Dr. Bruce McCandliss
Susan and Dr. Bruce McCandliss, a professor in the Graduate School of Education at Stanford University, chat about combining neuroscience with education. How does neuroscience help us understand the changes going on in the brain of a child learning to read? Why do some children struggle so profoundly? He shares his research into focusing the student’s attention on letters and sounds versus on the word as a whole. Quotes: “Teachers play a huge role in shaping brain development for reading.” “This is where education and neuroscience are coming together to create a dialogue in the space of how we support children.” Resources: Bringing Words to Life, Second Edition: Robust Vocabulary Instruction by Isabel BeckWhere Is Educational Neuroscience? by John T. Bruer, PhD 2019 Education Trends by Carrie Gajowski, MA Minds, Brains, and Learning: Understanding the Psychological and Educational Relevance of Neuroscientific Research by James P. ByrnesPodcast discussion guide Want to discuss the episode? Join our Facebook group Science of Reading: The Community.
18 Mar 2020
S1-10. Myths and misconceptions about universal screening: Nancy Nelson
Dr. Nancy Nelson, Research Assistant Professor at the Center on Teaching and Learning at the University of Oregon, discusses myths and misconceptions around RTI, Multi-Tiered Systems of Support (MTSS), and universal screening in reading instruction.Quotes: “Relying on data allows us to engage in a systematic process to implement systems to meet the needs of all kids.”Resources: DIBELS® at the University of Oregon Want to discuss the episode? Join our Facebook group Science of Reading: The Community.
19 Feb 2020
S1-15. A principal on the shift to the science of reading: Ernesto Ortiz
Ernesto Ortiz, principal at an elementary school in Pennsylvania, discusses how to understand when materials are meaningfully “research-based,” how his school made the shift to the science of reading, and how he is supporting his students with remote learning resources to continue their literacy development at home. Quotes: “We need to be more informed than influenced so that we can look at things with a critical eye.” “As leaders, we need to remain calm and steadfast so we can navigate throughout these unprecedented times.” Resources: Hard Words by Emily HanfordEquipped for Reading Success by David A. KilpatrickThe Simple View of ReadingScarborough’s Reading RopeThe Reading League Speech to Print: Language Essentials for Teachers by Louisa Cook Moats, Ed.D.Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It by Mark Seidenberg Ernesto's blog: Decoding LeadershipWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
25 Mar 2020
S1-13. Science of Reading Special Episode: Remote Learning
We’ve been thinking a lot about you -- and our hearts go out to you during this confusing and uncertain time. Helping our students continue to learn in this unusual and unsettling situation is not easy. And here at the Science of Reading podcast, we want to do what we can to support you where we can.ResourcesScience of Reading: The PodcastScience of Reading: The Facebook Community
18 Mar 2020
S1-11. The science of reading in middle school: Jasmine Lane
Jasmine Lane, a high school English teacher, discusses the importance of equity and education and the disconnect between how teachers feel and what they need to do to push education forward for all students, regardless of their background. She also shares how education has changed her life, how her students have been impacted by their early literacy teachers, and how high schoolers fill in the gaps for things they missed early on. Quotes:“The science of reading–that’s my push for equity because every child deserves to be able to read.” “We want all kids to succeed. If that’s not equity, I don’t know what is.”Resources: Jasmine's BlogBlog: Project Forever FreePodcast discussion guideWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
4 Mar 2020
S1-14. Maximizing our educational reach via technology: David Steiner
David Steiner, Professor and Executive Director of the Institute for Education Policy at Johns Hopkins University, and Susan examine how school closures are impacting learning across the nation, how districts are responding to the rapidly-changing environment, and why maximizing our educational reach via technology should be a priority. Quotes: “This is a wake-up call to districts to really see that this digital inequality cannot persist.” “Don’t make the ideal the enemy of the possible.” Resources: USDOE Fact Sheet March 20, 2020 Report: The Problem with Finding the Main Idea by David SteinerWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
25 Mar 2020
S1-24. The silent crisis: Shawn Joseph
Educator, author, and leader Shawn Joseph, shares his passion for social justice and discusses his work advocating for equity in education, shedding light on what he calls the “silent crisis” in literacy instruction. In this episode, you’ll hear about his experience as a former superintendent of several large urban districts and learn how he fostered achievement in all of his students.Quotes:“You have millions of children in the country who have not been given a civil right: the right to read.” “If we don’t speak up and speak out, the inequities will continue.”Resources: Becoming a Data Champion in 6 Steps by Shawn Joseph A research paper written by Shawn, titled School District Grow Your Own Principal Preparation Programs: Effective Elements and Implications for Graduate Schools of Education A podcast discussion guide to share with your colleagues Shawn’s book, The Principal's Guide to the First 100 Days of the School Year Shawn's website Nashville Unchained Want to discuss the episode? Join our Facebook group Science of Reading: The Community.
1 Jul 2020
S1-23. Improving dual language instruction: Elizabeth Jiménez Salinas
Multilingual author and expert Elizabeth Jimenez Salinas and host Susan Lambert discuss advocating for underrepresented English Learners (EL), improving dual language instruction, and learned passivity. Elizabeth shares tips for EL students during this time and reinforces the importance of home connection and language development. Quotes: “English learners are put at a serious disadvantage by a school system that doesn’t use their home language.”“It is not just learning to recite rote words–it is comprehending and using the home language for parents.” Resources: Eradicating Learned Passivity: Preventing ELs from Becoming Long Term English LearnersTen behavioral skills that interpreters need to knowReparable HarmStudents train as interpreters, with benefits for all involvedMulticultural Author Project Want to discuss the episode? Join our Facebook group Science of Reading: The Community.
17 Jun 2020
S1-21. The symbiotic relationship between literacy and science: Jacquey Barber
Jacquey Barber, director of design & development at UC Berkeley’s Lawrence Hall of Science, examines her research on the symbiotic relationship between literacy and science and what educators should be looking for in high-quality, literacy-rich science curricula. Quotes: “Literacy is a domain in search of content; science is a domain in need of communication.” “Develop opportunities for students to learn to read, write, and talk like scientists do.” Resources: UCLA CRESSTThe Knowledge Gap: The Hidden Cause of America's Broken Education System—and How to Fix It by Natalie Wexler No More Science Kits or Texts in Isolation by Jacqueline Barber and Gina Cervetti. Podcast Discussion Guide Want to discuss the episode? Join our Facebook group Science of Reading: The Community.
20 May 2020
S1-20. Evidence based solutions and tackling unfinished learning: David and Meredith Liben
David and Meredith Liben, nationally recognized reading experts and authors of Know Better, Do Better, discuss their need to find evidence-based solutions, the importance of knowledge and skills instruction, and how to tackle unfinished learning in schools.Quotes:"Teaching reading in the early grades can be intellectually meaningful and fun."“Students all deserve access. It’s up to us to figure out what that access looks like for EVERY student.”Show Notes:Podcast Discussion Guide Know Better, Do Better: Teaching the Foundations So Every Child Can Read The Knowledge Gap: The Hidden Cause of America's Broken Education System--and how to Fix itWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
6 May 2020
S1-19. The simple view of reading: Laurence Holt
Laurence Holt, language acquisition expert and author of the Learning to Read primers, joins host Susan Lambert to discuss the simple view of reading, how the brain rewires itself to learn how to read, and the importance of background knowledge in language comprehension. Quotes: “Learning how to read is such a pivotal moment in all of K-12.” “Decoding and language comprehension need to come together in order to become an expert reader.” Resources: Learning to Read: Primer Part One Learning to Read Primer: Part TwoPodcast discussion guideWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
22 Apr 2020
S1-18. Using innovation to inform teaching: Larry Berger
Larry Berger, CEO of Amplify, discusses the use of innovation and technology to inform teaching and learning, his new initiative called Wide Open School, and how we can step back and let this be a time of joy and creativity for kids––letting them discover a love of reading. Quotes: “Make this a time of exploration and openness." “There is a moment for necessity and necessity brings innovation.” Show notes: Wide Open School Free remote learning resources from Amplify Amplify websiteWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
10 Apr 2020