From May 2022
Kim Lockhart, Canadian French immersion teacher and special educator in Kingston, Ontario, shares how she meets the needs of students in her classroom. As stated in a recent report, Right to Read inquiry report from Ontario Human Rights Commission, Ontario is removing the three cueing system completely from all materials and turning to reading science instead. In this episode, Kim models what an evidence-based phonics lesson might entail. In second language programs, it’s necessary for students to build language comprehension by attaching meaning to decoding.
Related Episodes
- Ep. 63: Kindergarten Teacher Reaches 100% Success Using Evidence-Based Practices
- Ep. 59: HQIM for ALL with Educator Sarah Webb
- HQIM as EQUITY for English Language Learners with ELSF Executive Director Crystal Gonzales
Resources
- The Right to Read Inquiry Report from Ontario Human Rights Commission
- The Simple View of Reading (SVR)
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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.
Listen Again from July 9, 2019: A teacher's perspective on curriculum implementation is invaluable... and today, we have not ONE, but TWO teacher perspectives on Wit & Wisdom year one implementation! Kyair and Katie are funny, smart, and have incredible learner-mindsets. They discuss the engagement of their students in texts and tasks, how Wit & Wisdom provides equity and opportunity, and their thoughts on teaching with an integrated (not isolated) curricula - a shift in mindset from the way "school was done" previously. Look out for some cheesy dad jokes along the way (thanks, Kyair), and so much insight and inspiration from these two incredible educators!
Connect with Kyair on Twitter @Kyairb
Connect with Katie on Twitter @Kstoryscotti
TNTP's The Opportunity Myth
https://opportunitymyth.tntp.org/
The Wrong Way to Teach Grammar - Michelle Navarre Cleary
https://www.theatlantic.com/education/archive/2014/02/the-wrong-way-to-teach-grammar/284014/
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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.
It's our first CALL IN EPISODE! Teachers voices are so important in this reading science movement. We asked teachers to call in and answer two questions:
- What is the most important thing you've learned so far about the science of reading?
- What is a goal you have this year connected to reading science?
Listen and learn as fellow educators share about what big things are happening in their classrooms aligned to reading science.
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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.
Crystal Lenhart is a literacy coach who developed a resource that clearly and transparently explains to families and caregivers how the school is teaching reading and writing differently with reading science research! As we head Back to School, this practical resource is a helpful tool to communicate big changes happening in classrooms and schools.
Resources
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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.
Ever wondered how to navigate the complex world of reading research as an educator? Get ready for a great conversation with education researcher Neena Saha, who reveals the role of science in education and the importance of pseudoscience in developing theories. We delve into the significance of meta-analyses and discuss the need for caution when using this method. Neena then shares some current reading research with us!
Resources
- SamePage Reading Facebook Group
- MetaMetrics’ Reading Research Recap
- Join the Reading Research mailing list
- The Reading League Journal
- The Reading League recording on what teachers need to know about “how science works” (skip to 1 hour, 40 min)
- Meta-Analysis Review
- Robert Slavin’s Blogs
- Criticisms of Meta-Analysis (but also great rebuttals)
- Morphology Recent Research Studies
- Executive Functions and Morphological Awareness Explain the Shared Variance between Word Reading and Listening Comprehension
- Effects of Target Age and Genre on Morphological Complexity in Children’s Reading Material
- Contrasting Direct Instruction in Morphological Decoding and Morphological Inquiry-Analysis Interventions in Grade 3 Children With Poor Morphological Awareness
- Fluency Recent Research Study
- Comprehension Recent Research Study
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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.
Ever wonder how to decipher the Science of Reading or how to evaluate a curriculum that claims to be founded on it? We've got an episode just for you. Today, we're thrilled to welcome Holly Lane, a leading expert in the field, who will help us unlock this complex topic. Holly does an incredible job of breaking down the differences between research and evidence-based approaches, and she reveals what the terms 'explicit' and 'systematic' really mean.
Holly delves into the world of research design, the challenges of conducting these trials, and why correlation isn’t always causation. She shares firsthand experiences from her journey creating UFLI Foundations and the significance of field testing and teacher input in program evaluation.
Holly shares her perspective on the importance of practice in education, providing practical strategies to promote automaticity in foundational skills. She also offers pointers on how to interpret research and reports from publishers without getting swayed by the hype. As we all know, not all that glitters is gold – and this is particularly true in the world of educational research. After listening to this episode, you'll have a deeper understanding of the Science of Reading. Trust us - it's an episode you don't want to miss.
Resources
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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.
Imagine transforming the way you teach reading. Picture your students not just passively consuming the written word, but actively producing meaning and taking purposeful actions inspired by what they've read. This is the promise of our conversation with Doug Fisher, professor at San Diego State University and renowned author, as he takes us on a journey into the depths of reading comprehension.
We question the effectiveness of common literacy programs and discuss the intricate ties between vocabulary, comprehension, and prior knowledge. How do you feel about the 'letter of the week' approach? Listen as we scrutinize its validity and dig deeper into other foundational reading skills, such as letter recognition and sound blending. We also expose the symbiotic relationship between vocabulary and comprehension, underscoring the pivotal role of knowledge in decoding texts.
We then traverse the landscape of oral language in reading instruction and the implications of isolating reading from writing. Can you guess the impact of these practices on student learning? Doug enlightens us on the significance of comprehension strategy instruction and the importance of developing all elements of reading literacy. To cap it off, our conversation concludes with three practical suggestions that you, as an educator, can apply in your classroom for immediate impact. Prepare to awaken a new perspective on the world of reading.
Resources
- Articles by Natalie Wexler
- Steve Graham: Effective Writing Instruction (video)
- Powerful Writing Strategies for All Students, Harris & Graham (book)
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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.
What if the key to unlocking your students' reading comprehension could be found through a deeper understanding of the intricate processes at work in their minds? Prepare to have your teaching world transformed as we journey with reading comprehension expert and acclaimed author, Nancy Hennessy. Together, we’ll map out the cognitive and linguistic processes that underpin comprehension, and navigate the complex interaction between a reader's knowledge, the text itself, and the author's intent.
As teachers, we play an integral role in shaping the reading journey of our students. Witness how the Reading Comprehension Blueprint can revolutionize your instructional design as we discuss how to thoughtfully consider the task, text, and context. Learn how to integrate prior background knowledge and foster mental models of understanding. Be part of our examination of comprehension as an essential pillar of reading and join us as we demystify the science behind this crucial skill.
Finally, imagine having a blueprint that offers a flexible framework that aligns seamlessly with the science of comprehension. Listen as we delve into the importance of planning for instruction, pinpointing the key takeaways for your students, and exploring types of texts and text sets. Learn how to identify the contributors to comprehension and teach your students to become masters of their own understanding. Buckle up and get ready to revolutionize your approach to teaching reading comprehension.
Resources
- The Reading Comprehension Blueprint From The Reading Comprehension Blueprint by Nancy Lewis Hennessy. Copyright © 2021 by Paul H. Brookes Publishing Co., Inc. All rights reserved
- Expert Minute Video-Thinking about Comprehension: Nancy Hennessy
- Rethinking How to Promote Reading Comprehension, American Federation of Teachers by Hugh Catts
- Ep. 118 Rethinking Reading Comprehension with Researcher Hugh Catts, podcast
- AIM FCRR Background Knowledge Research
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Ever thought about the power of words? Join us as we discuss our most requested topic of all time: vocabulary. We have a special guest, fifth-grade teacher Sean Morrisey. We discuss Tier 2 and 3 vocabulary words and discuss how you can strategically select words to teach using research-based approaches.
We also share the importance of continuously embedding words into language throughout the day and using data to measure improvement. Lastly, we bridge the connection between vocabulary and fluency, demonstrating how it impacts performance. By the end of this episode, you'll feel inspired to transform your vocabulary instructional approach in your classroom, one word at a time.
Resources
- Academic Word Finder Achieve the Core
- Which Words Do I Teach and How? Article by David Liben
- Lifelong Literacy, Lyn Stone
- Explicit Instruction, Anita Archer
- Bringing Words to Life, book
- The Writing Revolution, book
- Text Project Vocabulary Instruction
- Word Generation Serp Institute
- Word Sift
- Coxhead Academic Word List
- Podsie
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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.
Ever wondered how the fascinating world of words impacts our lives? Join us as we sit down with linguist and author Lyn Stone, who shares her insights about vocabulary and etymology. Through her expertise, we explore the powerful impact on learning outcomes and literacy development.
In this engaging discussion, we emphasize the joy of teaching language and words, with Lyn encouraging us to tap into our natural hardwiring to play with words. She also highlights the importance of developing teacher knowledge of the subject and shares fantastic resources for teaching etymology and morphology. Discover how knowledge-building can support improved response to intervention and transform literacy with Lyn's guidance.
Finally, we dive into the coolness of grammar and syntax as we reveal how they serve as outward expressions of the inner workings of the mind. Lyn shares her work on a new edition of her book Language for Life and offers valuable tips for literacy instruction. Don't miss out on this opportunity to learn from the brilliant Lyn Stone and to engage with the magical world of words.
Resources
- Language for Life by Lyn Stone
- LifelongLiteracy.com
- Etymonline
- Once Upon a Word: A Word-Origin Dictionary for Kids
- The Writing Revolution Book Judith Hochman and Natalie Wexler
- The Writing Revolution Podcast (Melissa and Lori Love Literacy)
- Ox, House, Stick: The History of Our Alphabet
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What if you could unlock the secrets to fluency instruction in literacy, and transform your students into confident and skilled readers? Join us as we delve into this crucial topic with Nathaniel Swain, Senior Lecturer at La Trobe University in Australia, who shares his expertise on the three components of fluency: speed, accuracy, and prosody. Let's explore together how balancing speed with comprehension can make all the difference in today's digital age, where skimming and scrolling are the new norm.
We discuss a variety of practical strategies to help students practice fluency in the classroom, such as choral reading and paired reading. Nathaniel also sheds light on the role of technology in simplifying the process of creating engaging materials. Discover how to create an environment that fosters student engagement and understanding, and learn the differences between fluency instruction in primary and intermediate classes.
Finally, we examine the value of fluency in reading instruction and how it can be integrated into the literacy block. Nathaniel explains the self-teaching hypothesis and emphasizes the importance of exposing students to unfamiliar words and challenging texts. Don't miss this insightful episode packed with tips and strategies to help your students become fluent and confident readers!
Resources
- Think Forward Educators
- Five Ways to Focus on Fluency, Think Forward Educators Blog
- Fluency Rubric, Tim Rasinski
- Readers Theater Scripts, Chase Young
- Fluency Resources, Tim Rasinski
- Nathaniel Swain on Writing to Learn, ERRR Podcast
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Today we talk about fluency and assessment with Jan Hasbrouck. She shares tips and tricks for how to to best assess and teach fluency. She also debunks frequent fluency misunderstandings and explains the scientific evidence that underlies the Hasbrouck-Tindal Oral Reading Fluency Chart.
Note: During the podcast, we mentioned we would link Jan’s previous studies on ORF. But… we want to make sure the most recent information (Fluency Norms Chart 2017 Update) is the one that is prioritized for instructional use, so we’ve linked that to avoid confusion.
Resources
- Hasbrouck-Tindal Oral Reading Fluency Chart
- Fluency Norms Chart (2017 Update)
- Developing Fluent Readers by Jan Hasbrouck, Reading Rockets
- Understanding and Assessing Fluency by Jan Hasbrouck, Reading Rockets
- Tim Rasinski Multidimensional Fluency Rubric
- NAEP Fluency Scale
- What Does “Below Basic” Mean on NAEP Reading?
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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.
What if we told you that the science of reading is just as applicable to multilingual learners as it is to monolingual English speakers? Today, we had the pleasure of discussing this topic with Claude Goldenberg, professor emeritus of education at Stanford University. Claude shared his insights on the importance of understanding the nuanced language surrounding multilingual learners.
In our conversation, we explored the essential process of teaching English learners to read by developing a bank of sight words and providing additional support alongside phonology and orthography. Claude also shed light on the research and literature available specifically for English learners, debunking the myth that the science of reading is only applicable to monolingual English speakers. Moreover, we discussed the findings of the Ehri and Vaughn studies, which explored the effectiveness of early interventions for at-risk students.
Claude also shared his advice on implementing a strengths-based approach to teaching and building student knowledge while emphasizing the importance of staying up to date with research and being transparent about what we know and don't know. By doing so, we can be effective advocates for English learners. Don't miss this insightful and informative episode to learn how you can better support multilingual learners in their reading journey!
Resources
- Click here to access the research Claude mentions during this podcast
- Melissa and Lori Love Literacy Ep. 119 How Reading Science Works for English Learners with Elsa Cardenas-Hagan
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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.
In today’s episode, Julie Washington discusses how literacy learning can be supported by language variations. Reading and language are intertwined. Reading influences language and language influences reading. It’s a reciprocal process! How can we, as educators and practitioners, leverage students’ strengths in language variations to learn to read?
What if we told you that understanding language variations could significantly impact the way we approach literacy and education for African American children? Join us in this insightful conversation with Julie Washington, a professor at the University of California, Irvine, who specializes in the intersection of language and literacy. Discover how her research on language variations as a strength, rather than a weakness, can reshape our perspectives on cultural dialects, early literacy skills, and language development.
Julie brings her expertise to light by highlighting the importance of African American English in the classroom and the challenges it faces, both from the broader society and within the African American community. We explore the practical consequences of treating this dialect as low-prestige and discuss the need for students to be able to use both systems of language.
We dive into resources for educators to better understand these variations and emphasize the importance of differentiated instruction and high expectations for all students. Tune in and equip yourself with the knowledge to make a difference in the lives of your students, no matter their language background.
Resources
- Teaching Reading to African American Children by Julie Washington and Mark Seidenberg
- Struggling Readers Who Speak African-American English Need Support - And Respect by Natalie Wexler
- Minority Student Achievement Network
- The Opportunity Myth by TNTP
- The Academic English Mastery Program by LAUSD
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Secondary educators have students in their classrooms who weren’t taught to read. Because of these reading deficits, students likely have a difficult time accessing secondary texts and tasks. Our guests today, Supt. Sherry Sousa and Educator Julie Brown, discuss a secondary intervention they developed that WORKS and is totally doable. The best part? Students partake in the intervention in addition to - not instead of - their regular high school English classes.
Resources
- No Time to Waste: Structured Literacy for Young Adults
- Ameer Baraka video: https://www.youtube.com/watch?v=jyFiOYCqvyk
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We talked with the fabulously candid Tim Shanahan about his recent blog post Prior Knowledge, or He Isn't Going to Pick on the Baseball Study that garnered much attention. Should we teach reading strategies? How important is building knowledge? What are reading skills vs. strategies? How frequent should strategy instruction occur in concert with knowledge building? He also weighs in on the current crisis to share his thoughts on how families and educators can best serve students at home.
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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.
Our conversation today illuminates a hot topic in reading - skills and strategies. What’s the difference? Peter Afflerbach, researcher and professor, shares in the podcast that he and his colleagues surveyed educators and “ten people would give us ten different answers. They were all kind of related, but all different.”
Peter explains that with practice, strategies require less deliberate attention. When strategies become effortless and automatic, the reading strategy has become a reading skill. This is bound to change based on complexity of text and topic, so we learn that knowledge plays a critical role in strategy use and comprehension, too.
Resources
- Clarifying Differences Between Reading Skills and Reading Strategies, The Reading Teacher
- Teaching Readers (Not Reading): Moving Beyond Skills and Strategies to Reader-Focused Instruction by Peter Afflerbach
- Shedding Light on Reading Skills and Strategies | Shanahan on Literacy
- Comprehension Skills or Strategies | What’s the difference and does it matter?
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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.
We had the opportunity to talk (again!) with Natalie Wexler about tips for effective remote learning (read her full article located here), the current intersection of students' virtual learning and strategy-focused instruction (due to lack of knowledge-based, high quality curricula) and how parents are noticing! How can we teach strategies in context while building knowledge? Listen to find out!
More recently, Wexler wrote a piece titled How Reading Instruction Oppresses Black and Brown Children, located here. She ends with this quote: "If people truly understood the needless damage being done by our schools every day, they would be out in the streets demanding change." Natalie, we hear you, and WE ARE! We are shouting from the rooftops... or more accurately, shouting from the podcast apps! :)
American Educator magazine released an excerpt of The Knowledge Gap - find it here!
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What is Phonemic Awareness? It’s one component of your literacy instruction. Phonemic awareness means understanding that spoken words are made of individual sounds called phonemes. We want students to be able to isolate, blend, segment, and more. Can it be ‘done in the dark’? Or should we teach phonemic awareness with print? Listen and learn as we explore this important question (and more) in today’s episode.
Resources
- They Say You Can Do Phonemic Awareness Instruction “In the Dark”, But Should You? A Critical Evaluation of the Trend Toward Advanced Phonemic Awareness Training
- Ep. 142: Structured Literacy in Small Group Time
- Choosing and Using Decodable Texts by Wiley Blevins
- Phonemic Awareness vs. Phonics Heggerty
- What are Phonological Awareness and Phonemic Awareness? Heggerty
- Free Sample Lessons Heggerty
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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.
Why is teaching reading so important? Melissa and Lori have a conversation with Louisa Moats grounded in this article: Teaching Reading is Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do. Moats asserts that 95% of students can learn to read when taught to do so using evidence-based practices. In this episode, listen as we discuss and define the term science of reading, while connecting decades of research and theory to classroom practice.
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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.
In this episode, we’ll discuss an approach to teaching foundational skills known as speech to print. The speech to print approach consists of 4 concepts with consistent logic:
- Letters spell sounds (alphabetic principle)
- Sounds can be represented by one or more letters
- Sounds can be spelled different ways
- Spellings can be pronounced in different ways
What is the difference between speech to print and a traditional print to speech approach? What does the speech to print approach look like in practice? What does the research say about this approach?
Resources
- Triple R Teaching Podcast related episodes:
- Reading Simplified
- PhonicBooks
- Evidence Based Literacy Instruction (EBLI)
- Phonics: Speech to Print vs Print to Speech Webinar
- The Seidenberg and McClelland (1989) model of visual word recognition
- International Dyslexia Association Fact Sheet on Phoneme Awareness
- The Latest Research (And Debate) on Phonological and Phonemic Awareness Instruction by Susan Brady
- Speech to Print or Print to Speech: What's the difference? blog, by Tami Reis-Frankfort, Phonic Books
- Why Our Children Can't Read and What We Can Do About It, book, Diane McGuinness
- Stanislas Dehaene: Book,
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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.
Dr. Sonia Cabell, Associate Professor at Florida State University, shares the importance of both oral language and content knowledge instruction. Why? Oral language skills underlie our ability to comprehend text. At the same time, the knowledge we bring to a text is THE key determinant on how much we understand that text. This episode speaks to the entirety of the reading rope!
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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.
Robert Pondiscio, Senior Fellow at the American Enterprise Institute (AEI), asserts that reading comprehension is NOT a skill. Yes, good readers use reading skills and strategies to make meaning. But good readers also have a robust knowledge base. There is strong evidence to support knowledge building ELA curriculum, but we continue to wonder about what knowledge, whose knowledge, and how much?
Resources
- Recht & Leslie Baseball Study
- Wanted: A Science of Reading Comprehension movement | The Thomas B. Fordham Institute
- Reading comprehension is not a “skill” | The Thomas B. Fordham Institute
- Why doesn’t increasing knowledge improve reading achievement? Tim Shanahan
- Ep. 124 Innovative Assessment with the Louisiana Assessment Team Melissa and Lori Love Literacy podcast
- Cultural Literacy by E.D. Hirsch
- What Reading Does for the Mind Cunningham and Stanovich
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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.
In this episode, researcher Hugh Catts discusses his pivotal piece titled Rethinking How to Promote Reading Comprehension | American Federation of Teachers. He asserts, “Reading comprehension is thinking with a book in your hand.” There are three factors that impact reading comprehension: the reader, the text, and the activity (task or purpose). He talks with Melissa and Lori about the role knowledge plays in reading comprehension, the interaction of the knowledge the text demands vs. the knowledge a student brings to a task, and the implications of knowledge in instruction and assessment.
Resources
- Rethinking How to Promote Reading Comprehension | American Federation of Teachers
- Language and Reading Research Consortium Study
- Listening strategies in the L2 classroom: more practice, less study
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Helping teachers learn about science of reading, knowledge building, and high quality curriculum
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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.
Pamela Snow, professor at Latrobe University in Australia, discusses the arguments that keep surfacing when educators are resistant to move away from balanced literacy. You might have heard a few:
- Systematic phonics teaching is just for Tier 2.
- The goal of balanced literacy is for children to love reading.
- Explicit teaching kills the love of reading.
- Give them time, they’ll catch on or catch up.
- Teachers should choose what they think is best.
Pam’s blog post, Balanced Literacy Bingo, debunks each idea listed above and more.
Resources
- The Snow Report Blog and Balanced Literacy Bingo
- A School Leader’s Sliding Doors Moment by Sue Knight
- Dear Balanced Literacy Teacher Podcast and Blog
- La Trobe University’s Short Courses: Introduction, Intermediate, Secondary and Masters in Linguistics
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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.
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[Listen Again] Ep. 109: The Right to Read with Second Language Educator, Kim Lockhart
1:13:41
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[Listen Again] Episode 8: Kyair & Katie Talk REAL Teacher Talk!
1:01:37
Ep. 162: Back to School: Teachers Speak Out
38:35
Ep. 161: Back to School: Communicating with Families about Reading Science
34:09
Ep. 160: Back to School: Understanding Reading Research with Neena Saha
38:25
Ep. 159: Back to School: Science of Reading or Snake Oil with Holly Lane
57:15
Ep. 158: Science of Reading Beyond Phonics: The Ultimate Goal of Reading with Doug Fisher
46:01
Ep. 157: Science of Reading Beyond Phonics: Reading Comprehension Blueprint with Nancy Hennessy
1:00:52
Ep. 156: Science of Reading Beyond Phonics: Vocabulary Instruction with a Grade 5 Teacher
1:00:33
Ep. 155: Science of Reading Beyond Phonics: Language for Life with Lyn Stone
1:00:08
Ep. 154: Science of Reading Beyond Phonics Series: Fluency Instructional Routines with Nathaniel Swain
1:05:22
Ep. 153: Science of Reading Beyond Phonics: Fluency Instruction and Assessment with Jan Hasbrouck
1:02:40
Ep. 152: Science of Reading for ALL Students: Multilingual Learners with Claude Goldenberg
56:53
Ep. 151: Science of Reading for ALL Students: Language Variation and Reading with Julie Washington
54:47
Ep. 150: Science of Reading for ALL Students: Intervention for Secondary Students
57:45
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[Listen Again] Ep. 26: Tim Shanahan Shares about Strategies & Knowledge Building
1:03:35
Ep. 149: Hot Topic Series: Clarifying Differences Between Reading Skills and Reading Strategies
1:03:34
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[Listen Again] Episode 30: Wild about Wexler: Take 2!
59:41
Ep. 148: Hot Topic Series: Should You Teach Phonemic Awareness ‘In the Dark’ or with Print?
45:23
[Listen Again] Ep. 113: Reading is Rocket Science with Louisa Moats
1:09:05
Ep. 147: Hot Topic Series: What is Speech to Print?
1:05:44
[Listen Again] Ep. 116: Sonia Cabell on the Importance of Content-Rich ELA Instruction
1:04:07
Ep. 146: Reading Comprehension is Not a Skill with Robert Pondiscio
57:02
[Listen Again] Ep. 118: Rethinking Reading Comprehension with Researcher Hugh Catts
56:12
Ep. 145: Debunking Balanced Literacy Arguments with Pamela Snow
59:12