In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Katie Pace Miles, Ph.D., founder of The Reading Institute and director of the Advanced Certificates in Reading Science, Brooklyn College. An expert in orthographic mapping, Pace Miles explains why it’s a cognitive process, why that means it can’t be “taught,” and how we can instead leverage an understanding of it to inform instructional practices across reading, writing, and spelling to improve comprehension. Pace Miles outlines what it takes to develop good word-reading habits in emergent readers, and offers step-by-step advice on how to implement quick intervention when needed.
Show notes:
Quotes:
"You don't teach orthographic mapping, 'cause, again, that's a cognitive process, but you can facilitate support for long-term storage of words." —Katie Pace Miles, Ph.D.
"Never acquiesce to illiteracy. We all, as a community that supports all readers, have to figure out what instruction needs to be provided and what dosage over what duration of time … and it will happen." —Katie Pace Miles, Ph.D.
"If you're focused only on phonics and not on spelling, you are going to miss a whole bunch of decoding instruction, word analysis work." —Katie Pace Miles, Ph.D.
"You don't need a Ph.D. to have that knowledge. That should come in all teacher training. The complexity of the English language—every teacher I've ever met can handle it once we teach it."—Katie Pace Miles, Ph.D.
Episode timestamps*
03:00 Introduction: Who is Katie Pace Miles?
04:00 Beginnings as a teacher
07:00 Book: Making Words Stick: A four step instructional routine to power up orthographic mapping
10:00 The motivation behind the book
13:00 Orthographic mapping as a cognitive process
17:00 Can you teach orthographic mapping?
19:00 Research behind the theory of orthographic mapping
24:00 Developing good word reading habits with emergent readers
28:00 Reading-spelling connection
32:00 Rubberband analogy: Developing speaking and reading skills in tandem
34:00 Orthographic mapping can support or impede comprehension
39:00 Intervention
43:00 Activities and strategies from the book
44:00 Final thoughts
*Timestamps are approximate, rounded to nearest minute
