Claude Goldenberg, Ph.D., a Stanford professor and advocate for ending the reading wars, teams up with Susan Lambert to tackle listener questions. They discuss resolving the conflicting materials often faced by educators and strategies for supporting students significantly behind grade level. The duo emphasizes nurturing multilingual learners and the importance of integrating evidence-based practices in reading instruction. Auditory and visual systems' roles in reading development are also explored, alongside how to advocate for science-driven methods in classrooms.
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insights INSIGHT
End the Pendulum Metaphor
The pendulum metaphor in reading instruction is harmful because it promotes a false binary between code-driven and meaning-driven approaches.
Reading requires integrating word recognition and language comprehension, not choosing between them.
volunteer_activism ADVICE
Avoid Conflicting Reading Materials
Avoid incoherent reading programs that mix conflicting methods like systematic phonics and three-cueing.
Use programs that emphasize decoding first to establish word recognition before meaning checks.
insights INSIGHT
Running Records Misused with Three-Cueing
Running records and leveled texts are not inherently bad but are often misused with the flawed three-cueing approach.
Effective running records should focus on assessing decoding abilities, not guessing words from context.
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Literacy Foundations for English Learners, a Comprehensive Guide to Evidence-Based Instruction
Literacy Foundations for English Learners, a Comprehensive Guide to Evidence-Based Instruction
Elsa Cárdenas-Hagan
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!
“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* 02:00 The latest from Claude Goldenberg 04:00 Literacy and the urgency of now 7:00 Question 1: What about the pendulum swing? 15:00 Question 2: What to do when your school implements conflicting materials? 21:00 Question 3: Why are running records and leveled texts discouraged? 22:00 Decoding v.s. Word recognition 29:00 Question 4: How do we support kids that are two or three grade levels behind? 30:00 Dyslexia and the importance of universal screening 35:00 Question 5: How would you increase reading proficiency in a school in which nearly every student is a multilingual learner? 45:00 Question 6: How do you apply the science of reading to an ELL student in middle school that doesn’t yet know the language? 48:00 Question 7: Is it best practice for bilingual students who are being taught to decode and encode in English and Spanish to be screened in English and Spanish? *Timestamps are approximate, rounded to nearest minute
Science of Reading: The Podcast