Advice to Younger Researchers

In this powerful episode, two of the most respected voices in literacy education—Dr. Louisa Moats and Dr. Tim Odegard—come together to discuss the urgent need for systemic change in how reading is taught, understood, and supported across the U.S. Drawing from decades of research, policy work, and classroom experience, they explore the persistent gaps between what science tells us about reading and what many educators are still expected to implement. Their conversation is candid, evidence-based, and deeply rooted in a shared commitment to literacy as a civil right.

Dr. Moats reflects on the evolution of her work, including the impact of her seminal paper “Teaching Reading Is Rocket Science,” and the barriers that continue to prevent widespread adoption of structured literacy. Dr. Odegard brings a complementary perspective from his leadership at the Tennessee Center for the Study and Treatment of Dyslexia, highlighting the importance of teacher preparation, data transparency, and the moral imperative to serve all learners—including those with dyslexia. Together, they challenge assumptions, clarify misconceptions, and call for courageous leadership at every level of education.

Listeners will walk away with a renewed understanding of what it means to teach reading well, and a renewed understanding of what is necessary to capitalize on the lessons of reading science.. This episode is essential for educators, administrators, policymakers, and advocates who want to move beyond buzzwords and toward meaningful, measurable change.

What Dr. Moats and Dr. Odegard will discuss: 

●      Why “Teaching Reading Is Rocket Science” remains relevant today

●      Priorities for improving implementation of evidence-aligned instruction

●      Why higher education holds the key to sustaining literacy reform and preparing future teacher educators

●      What the national landscape of dyslexia laws reveals about progress—and what’s still missing in impact research 

●      Why current policies overemphasize foundational print skills while neglecting morphological and etymological depth in spelling and word study 

●      How oral language and comprehension continue to be overlooked in screening, curriculum adoption, and teacher preparation 

●      What Kansas and Ohio’s systemic literacy blueprints teach us about building coherent, statewide literacy systems