In this episode of Science of Reading: The Podcast, Susan Lambert welcomes back researcher and author Daniel Willingham, Ph.D., to discuss reading comprehension. With only so much instruction time in the day and research supporting both comprehension strategies and knowledge building, it can be tough to know what to prioritize in the classroom. Daniel holds nothing back in outlining exactly where educators should focus their time. Together, he and Susan explore the limitations of comprehension strategies, the place for critical thinking skills in relationship to knowledge, and recognizing when messaging around knowledge has gone too far.

Show notes:

Access free, high-quality resources at our brand new companion professional learning page: http://amplify.com/science-of-reading/professional-learning
Resources:
- Read: Developing Curriculum for Deep Thinking: The Knowledge Revival, multiple authors
- Read: Raising Kids Who Read, Daniel Willingham
- Read: The Reading Mind, Daniel Willingham
- Listen: The basic science in reading instruction, with Daniel Willingham
- Listen: Background knowledge, with Susan Neuman
- Listen: Research, comprehension, and content-rich literacy instruction: Sonia Cabell
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Connect with Susan Lambert

Quotes:

“Your brain is really good at only bringing out the information from long-term memory that is relevant for the context. All of that's happening outside of awareness.” —Daniel Willingham, Ph.D.

“When reading is really humming, when it's really working well, it's like visual perception. You're just enjoying the view and you're oblivious to all of the cognitive machinery in the background that's letting you see.” —Daniel Willingham, Ph.D.

“Expecting that knowledge-rich curriculum is going to solve all problems… that's [not] what a reading program is. No, a reading program is multifaceted and needs to have lots of components.” —Daniel Willingham, Ph.D.

“Knowledge accrues slowly and it's going to take a while. You need to be patient.” —Daniel Willingham, Ph.D.

Episode timestamps*
2:00 Introduction: Who is Daniel Willingham?
05:00 Knowledge and reading comprehension
08:00 What it takes to be comfortable reading
10:00 Academic or disciplinary knowledge
11:00 Comprehension strategies
20:00 Applications of knowledge that can be difficult to appreciate
25:00 Inferences can be automatic
26:00 Taking the “knowledge is important” message too far
31:00 Critical thinking and knowledge building
32:00 How to decide what knowledge is important to teach
36:00 Book: Developing Curriculum for Deep Thinking
39:00 Final thoughts and advice
*Timestamps are approximate, rounded to nearest minute

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