All For Literacy

How intrinsically linked are the skills for reading and writing?  In Season 2, Episode 14 of All For Literacy, Dr. Young-Suk Kim joins host Dr. Liz Brooke for a technically in-depth conversation about the interconnectedness of reading and writing skills.  In tandem with a provided visual aid, Kim and Brooke deeply explore the Direct and Indirect Effects Model of Writing (DIEW). Proposed by Kim after her extensive research into the subject of literacy, the DIEW model breaks down individual components needed to master writing skills which include reading skills often discussed on All For Literacy.  After listening, educators and administrators will understand how to:  Shape instruction planning around foundational skills  Optimize student success by integrating reading and writing instruction Implement differentiated instruction by using screeners and assessments  Kim’s evidence-backed model provides actionable guidance for listeners who want to strengthen reading and writing instruction to best support their students’ entire academic journey. Tune into Episode 14 of All For Literacy for a masterclass on translating the science behind language and literacy development in daily classroom practices. 

“You could have the best curriculum, but without teachers understanding what you're asking of them or why they need to shift their practice, there will always be…distrust in the curriculum,” Rhonda Nelson says in this episode of All For Literacy with host Dr. Liz Brooke.  Rhonda Nelson is the curriculum instruction and assessment coordinator for the Bettendorf Community School District in Bettendorf, Iowa. Having previously served as a classroom teacher and earned a dyslexia certification, Nelson is now a doctoral candidate in reading science at Mount St. Joseph University. Nelson brings a boots-on-the-ground viewpoint to All For Literacy for a discussion about critical topics in education: Concerning data trends from The Nation’s Report Card The need for teachers of all grades to understand the science of reading How to best support teachers as they implement evidence-based practices Strengthening the bidirectional relationship between educators and researchers Inspiring teachers of all subjects to include literacy instruction While this episode’s discussion is wide and varied, one common theme emerges—how to best support teachers during adolescent literacy instruction. Tune in for actionable advice derived from a firsthand perspective, and subscribe to All For Literacy to catch new episodes.   Episode Breakdown (01:43) – Nelson’s journey to her current position  (09:20) – Current teacher challenges and concerning NAEP data trends (14:20) – How to best support teachers when implementing evidence-based practices (18:25) – Importance of shared consensus across classrooms, schools, and districts (21:10) – Strengthening the relationship between educators and researchers (26:54) – How Nelson balances educational work with a Master’s program (30:19) – Impact of COVID and the science of reading on upper elementary and middle school (34:42) – Content-area teachers and literacy instruction (44:15) – Hope for the future (53:45) – Best practices for enriching literacy learning for students   About Rhonda Nelson Rhonda Nelson is the curriculum instruction and assessment coordinator for the Bettendorf Community School District in Bettendorf, Iowa. Having previously served as a classroom teacher and earned a dyslexia certification, Nelson is now a doctoral candidate in reading science at Mount St. Joseph University.   Mentioned in this Episode Liz Brooke, X @LizCBrooke Liz Brooke, LinkedIn Rhonda Nelson, LinkedIn  APM Reports — “Hard Words: Why Aren’t Our Kids Being Taught to Read” APM Reports — “Sold A Story: How Teaching Kids to Read Went So Wrong” Bettendorf Community School District The Nation’s Report Card (NAEP Data) All For Literacy, Episode 2 with Kareem Weaver All For Literacy, Episode 10 with Dr. Shayne Piasta Lexia LETRS® Professional Learning Lexia Aspire™ Professional Learning The Reading League International Dyslexia Association®

Are you implementing up-to-date research findings in your school or classroom?  Season 1 of All For Literacy frequently touched on the issue of connecting educators with new and established research and how to best apply evidence-based findings in the classroom. To kick off Season 2, two influential education researchers join host Dr. Liz Brooke for an enlightening discussion about current research and how findings translate into everyday classroom practices.  Tune into this episode to hear from Dr. Sharon Vaughn and Dr. Jeanne Wanzek. Vaughn is the Manuel J. Justiz Endowed Chair in Education and the executive director of The Meadows Center for Preventing Educational Risk at the University of Texas at Austin. Wanzek is a professor and Currey-Ingram Endowed Chair in the department of special education at Peabody College of Vanderbilt University.  The discussion deeply explores the guests’ areas of research on adolescent and upper-grade literacy, improving interventions with additional components, weaving literacy throughout the entire school day, and Tier 1 instruction.  Educators will gain evidence-based strategies to implement day to day to strengthen literacy levels across subjects and grade levels. Join Lexia® for an all-new season of All For Literacy, and subscribe to never miss an episode.    Episode Breakdown (04:06) – Wanzek’s professional journey (06:37) – Vaughn’s professional journey  (12:38) – Wanzek’s and Vaughn’s relationship as mentor and mentee (17:34) – Takeaways from The Nation’s Report Card results (21:07) – How to strengthen interventions through strategic integration (24:28) – How to weave literacy instruction through the whole class schedule (30:06) – The differences in the science of reading across grade levels (35:48) – The importance of customization in literacy instruction (44:00) – Research-based look at Tier 1 instruction (48:34) – Advice for teachers and hope for the future   Dr. Sharon Vaughn Dr. Sharon Vaughn is the Manuel J. Justiz Endowed Chair in Education and the executive director of The Meadows Center for Preventing Educational Risk at the University of Texas at Austin. She’s currently the principal or co-principal investigator on several research grants for the Institution for Education Sciences, National Institute for Child Health and Human Development, and the U.S. Department of Education that explore effective interventions for students with reading difficulties and English Language Learners.    Dr. Jeanne Wanzek Dr. Jeanne Wanzek is a professor and Currey-Ingram Endowed Chair in the department of special education at Peabody College of Vanderbilt University. Her research focuses on effective reading instruction and intervention for students with reading difficulties and disabilities. Before receiving her doctorate, Wanzek worked as a special educator and an elementary teacher.    Mentioned in this Episode Liz Brooke, X @LizCBrooke The Meadows Center for Preventing Educational Risk Department of Special Education at Peabody College of Vanderbilt University The Nation’s Report Card Christy Austin Rachel Donegan

Whether you are a loyal All for Literacy listener or tuning in for the first time, Episode 11 is for you. In this podcast episode, host Dr. Liz Brooke journeys through season one of All For Literacy, recapping insight and common threads discussed with key industry voices.  Liz shares highlights from discussions with Emily Hanford, Kareem Weaver, Dr. Kymyona Burke, Dr. Shayne Piasta, and other valued guests while providing further conclusions and food for thought.  This episode covers the relationship between the pandemic and literacy levels, literacy as a civil right, integrating technology to empower educators, educational policy, multilingualism, differentiated literacy needs, research-based practices, and other related topics.  Catch up on what you missed before next season or to deepen your understanding of what you have learned all year. Tune in to relive the premiere season of All For Literacy and set the stage for 2024!   Episode Breakdown  (01:36) – Emily Hanford and what the pandemic taught us about learning to read (04:39) – Kareem Weaver: Literacy is a civil right (08:46) – Carl Hooker: Informed, empowered and equipped teachers are key (11:14) – Trisha DiFazio and Allison Roeser: Social Emotional Learning is the plate  (14:34) – Dr. Kymyona Burke: Relationships and accountability (17:40) – Dr. Claude Goldenberg: The Reading Wars are damaging for our schools (22:50) – Dr. Tiffany Hogan: Identification, Intervention, and Implementation  (27:25) – Dr. Maryanne Wolf: Neuroscience and Dyslexia (30:12) – Dr. Shayne Piasta: Bringing research to the classroom   About Dr. Liz Brooke  Dr. Liz Brooke is the chief learning officer at Lexia®. She is a lifelong learner dedicated to empowering literacy educators and supporting students. Before joining Lexia, she worked at Rosetta Stone, the Florida Center for Reading Research, and as a speech-language pathologist.    Mentioned in this Episode Find all the episodes mentioned at AllForLiteracy.com Liz Brooke, Twitter @LizCBrooke Emily Hanford, Twitter @ehanford Tiffany Hogan, Twitter @TiffanyPHogan Kareem Weaver, Twitter @KJWinEducation Trisha DiFazio, Twitter @TrishaDifazio Allison Roeser, Twitter @AllisonRoeser Dr. Kymyona Burk, Twitter, @kymyona_burk Dr. Tiffany Hogan, Twitter @tiffanyphogan Dr. Maryanne Wolf, Twitter @MaryanneWolf_ APM Reports — “Sold A Story: How Teaching Kids to Read Went So Wrong” FULCRUM-Oakland Mississippi's Literacy-Based Promotion Act   Join our community of listeners and never miss an episode at  All For Literacy today!

Dr. Shayne Piasta, a professor at The Ohio State University, discusses the barriers to implementing evidence-based practices in the classroom and the importance of connecting research with classroom practices. They also delve into the relationship between a teacher's understanding of evidence-based curriculum and student achievement, as well as implementation science and how to make it easier for teachers to connect research to practice.

Dr. Maryanne Wolf discusses the importance of early dyslexia screenings and the connection between science and balanced literacy. They also explore the impact of digital media on reading, and offer insights for parents and educators. Join this enlightening conversation to boost your scientific understanding of dyslexia, digital literacy, and the brain.

“What we know about [Developmental Language Disorder (DLD)] is it affects about one in 14 children. That's about two children per classroom statistically speaking,” Dr. Tiffany Hogan says in Episode 8 of the All for Literacy Podcast.  Immersed in the needs of readers with speech, language, and literacy disorders, Hogan is director of the Speech and Language (SAiL) Literacy Lab, a professor in the Department of Communication Sciences and Disorders at Mass General Hospital Institute of Health Professions, and host of the SeeHearSpeak podcast. Her studies focus on genetic, neurologic, and behavioral links between oral and written language development.  In this episode, podcast host Dr. Liz Brooke works with Hogan to unravel DLD—a condition characterized by a person having difficulty using or understanding language. You will walk away with an understanding of this complex diagnosis, including hallmark indications, best practices for screenings and interventions, and available resources.  An experienced researcher herself, Hogan also guides listeners through the importance of multidirectional information flow between teachers, administrators, researchers, and practitioners. She and Brooke dissect how implementation science can close the gap between what we know and what we do. Tune in to Episode 8 for an in-depth look at the assessment and implications of Developmental Language Disorder and how to translate research to hands-on district or classroom-level change.   Episode Breakdown (01:23) - Hogan’s start in education (04:37) - Developmental Language Disorder (DLD) history and definition (08:49) - Hallmark indicators of DLD (12:37) - DLD screenings and support (21:51) - Translating evidence-based approaches into the classroom (24:43) - Barriers to language across all grade levels (28:46) - DLD resources (33:31) - Importance of information flow between researchers, practitioners, teachers, and administrators (38:09) - Implementation science (44:38) - Key takeaways from Research Institute for Implementation Science and Education (47:35) - The promising future of the science of reading (53:21) - Listening over problem-solving About Dr. Tiffany Hogan Dr. Tiffany Hogan is director of the Speech and Language (SAiL) Literacy Lab, a professor in the Department of Communication Sciences and Disorders at Mass General Hospital Institute of Health Professions, and host of the SeeHearSpeak podcast. She studies genetic, neurologic, and behavioral links between oral and written language development, focusing on co-morbid speech, language, and literacy disorders.   Visit the All for Literacy website for links to each of the resources mentioned in this episode!

“You want to have a clear set of goals…and they have to be in terms of student outcomes,” Stanford Professor of Education, Emeritus Dr. Claude Goldenberg says in Episode 7 of All for Literacy podcast, where we explore the science of reading with industry leaders.  Goldenberg dives into his early career experiences teaching eighth-grade remedial reading classes in San Antonio, Texas, before going on to earn a Ph.D. from the University of California, Los Angeles, in early childhood education studies. He also authored the pivotal study “Successful School Change: Creating Settings to Improve Teaching and Learning.” Goldenberg’s current research focuses on improving achievement for language minority students, particularly those from Latino backgrounds. Join podcast host Dr. Liz Brooke for the continuation of her discussion with Goldenberg. The pair explores his experience with literacy instruction and how to use student-centered goals to create institutional change. Visit AllforLiteracy.com for all links mentioned in the episode and related resources. 

“We need to stop these ridiculous reading wars because they’re really not helping anyone,” Stanford professor of education Dr. Claude Goldenberg says in Episode 6 of our All for Literacy podcast, where we explore the science of reading with industry leaders.    Goldenberg began his career by teaching eighth-grade remedial reading classes in San Antonio, Texas, before going on to earn a Ph.D. from the University of California, Los Angeles, in early childhood education studies. Goldenberg’s current research focuses on improving achievement for language minority students, particularly those from Latino backgrounds.   Join our podcast host Dr. Liz Brooke as she carries out an in-depth, detailed discussion with Goldenberg about finding common ground among the many sides of the reading wars, the polarizing aspect of the science of reading, and how bilingual education fits into the literacy landscape.    Brooke and Goldenberg cover several critical literacy topics educators and administrators need to understand, including:  Real classroom results from implementing science of reading best practices How to design and implement a schoolwide improvement plan How to accomplish student-centric educational goals  Whether multilingual learners and Emergent Bilinguals benefit from science of reading implementation   This conversation will be available across two episodes—first, discussing a recent white paper and second, examining Goldenberg’s career and the impact of his studies on his understanding of multilingual education. Join our community of listeners and never miss an episode. Subscribe to All of Literacy today!

What happens at the intersection of law and literacy?  In this All for Literacy episode, Dr. Liz Brooke breaks down literacy policy at the state level with Dr. Kymyona Burk, a longtime advocate of establishing the science of reading in schools across her home state of Mississippi and beyond.  Burk currently serves as senior policy fellow for early literacy at ExcelinEd, an organization dedicated to advancing a broad range of student-centered policy solutions nationwide. Previously, Burk served as executive director for the Jackson Public School District’s Office of Teaching and Learning in Mississippi and as the state literacy director at the Mississippi Department of Education. Brooke and Burk dive into how state policy affects classroom-level activities, how to best implement new changes in educational law, and the differences between literacy instruction in early education versus at the middle or high school level. Walk away with the knowledge of how to best empower teachers and educators to implement and adapt to changes in state and countrywide policies on literacy instruction.    Episode Breakdown (00:52) – Kymyona Burk’s journey into education (04:48) – How literacy instruction shifts for middle and high school students (11:13) – Burk’s experience as state literacy director (13:59) – Effective policy implementation (21:27) – The science of reading as a genuine literacy movement (26:28) – Empowering educators to implement new policy (34:34) – Literacy assessment and reporting (41:23) – Policy and older students (43:54) – The future of the science of reading   About Dr. Kymyona Burk  As senior policy fellow for early literacy at ExcelinEd, Kymyona Burk helps states establish comprehensive approaches to K–3 reading policies. Previously, Burk served as executive director for the Jackson Public School District’s Office of Teaching and Learning in Mississippi and as the state literacy director at the Mississippi Department of Education. Bringing classroom experience to policy development, she began her career as an elementary reading teacher and taught middle and high school English.    Mentioned in this Episode: Dr. Kymyona Burk, Twitter, @kymyona_burk Dr. Liz Brooke, Twitter @LizCBrooke ExcelinEd Mississippi's Literacy-Based Promotion Act Florida’s Third-Grade Literacy Law Language Essentials for Teachers of Reading and Spelling (LETRS) “Hard Words: Why Aren’t Our Kids Being Taught to Read,” Emily Hanford, APM Reports “Sold A Story: How Teaching Kids to Read Went So Wrong,” Emily Hanford, APM Reports “Why Some Teacher’s Unions Oppose ‘Science of Reading’ Legislation,” Sarah Schwartz and Madeline Will, Ed Week “Kentucky is stuck in an early literacy crisis: What it can do to change course,” Mandy McLaren, Louisville Courier Journal “After Courier Journal investigation, lawmakers vote to ax contract with literacy center,” Mandy McLaren, Louisville Courier Journal Virginia’s Literacy Act   Join our community of listeners and never miss an episode. Subscribe to All of Literacy today!