All For Literacy

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!

Is Social-Emotional Learning (SEL) the latest fad in education or is it a crucial element of the success and well-being of students and educators? We’ve all seen the SEL methods Ted Lasso uses to inspire his soccer players on the hit TV show, but do they really contribute to long-term learning and success? In this episode, host Dr. Liz Brooke speaks with Trisha DiFazio and Allison Roeser about the now-popular idea of SEL and how it fits into the educational environment. DiFazio and Roeser are the authors of Social Emotional Learning Starts with Us, an essential resource that guides teachers through strategies to implement SEL into everyday instruction.  Dive into how the relationships, mindsets, and emotional regulation fueled by SEL contribute to the long-term success and empowerment of students, teachers, and administrators.  DiFazio, Roeser, and Dr. Brooke discuss how to use SEL to guide social media use, cultivate mindsets that lead to success, and encourage students to make the kind of mistakes that fuel growth. They also walk listeners through the neuroscientific research at the heart of social-emotional well-being.  Does social-emotional learning have staying power? Is it as important as people say? Listen in to find out. Episode Breakdown (00:30) - Is social-emotional learning a fad or part of a political agenda? (04:53) - Making time for SEL in the classroom (09:44) - Assessing teachers’ social and emotional well-being (12:24) - Using technology to support SEL (17:53) - Modeling a growth mindset for students (19:35) - Social Media, SEL, and the brain (24:35) - How SEL affects academic performance   About Trisha DiFazio and Allison Roeser  Trisha DiFazio and Allison Roeser are the authors of Social Emotional Learning Starts with Us, an essential resource that guides teachers through strategies to implement Social-Emotional Learning (SEL) into everyday instruction.  DiFazio is a former classroom teacher and adjunct professor of education. Currently, she’s an education consultant, speaker, and award-winning screenwriter. Roeser has more than a decade of experience in leadership coaching and curriculum and program design. She currently works as a leadership and life coach. Mentioned in this Episode Social Emotional Learning Starts with Us by Trisha DiFazio and Allison Roeser Collaborative for Academic, Social, and Emotional Learning (CASEL) Atomic Habits by James Clear Ted Lasso: 12 Lessons on Social and Emotional Learning Trisha DiFazio, Twitter @TrishaDifazio Allison Roeser, Twitter @AllisonRoeser Liz Brooke, Twitter @LizCBrooke   Stay up to date on the literacy conversation Join our community of listeners and never miss an episode. Subscribe to All of Literacy today!

Host Liz Brooke and educational speaker and consultant Carl Hooker walk listeners through the thoughtful integration of technology into classrooms and schools. An educator for 21 years, Hooker’s career has been guided by one core belief—students need to drive their own learning. And he sees technology as the path forward. Are educator jobs being replaced by technology? Or is technology a powerful tool that must be integrated into classroom instruction? This episode provides an insightful look into how literacy tech tools can help students feel confident, assertive, and empowered to drive their own learning. Brooke and Hooker also explore the hot-button issue of artificial intelligence tools like ChatGPT and their place in the classroom. What does conscious, effective implementation of tech tools look like in your school?   Episode Breakdown (03:26) – How technology fuels student independence (05:28) – Gathering and using data to improve classroom instruction (08:30) – Are educator jobs vulnerable to automation? (12:38) – How technology supports professional learning and development for teachers (15:51) – Technology as a classroom orchestration system (18:42) – Technology and the science of reading (23:20) – Artificial Intelligence, ChatGPT, and the classroom (28:51) – Creating safe-to-fail environments for students and teachers   About Carl Hooker  An educator for 21 years, Carl Hooker has had multiple positions in education from first-grade teacher to virtualization coordinator to director of innovation and digital learning. As a speaker and consultant, he offers a wealth of practical tools and ideas that teachers can use to thoughtfully implement technology in their classrooms today.   Mentioned in this Episode Will Robots Take My Job? Website Wings of Fire book series K12 Leaders “Top 5 EdTech trends for 2023” – Kevin Martin, Cambridge Flip “ChatGPT banned from New York City public schools’ devices and networks” – NBC News ChatGPT from OpenAI https://carlhooker.com/ Carl Hooker, Twitter, @mrhooker Carl Hooker, Instagram, @hookertech Liz Brooke, Twitter @LizCBrooke

“We’re trying to get all kids to read and do it as quickly as possible, but as sustainably as possible. So that they have a fighting chance,” Kareem Weaver, co-founder of FULCRUM-Oakland, says in the latest episode of our All for Literacy podcast.  Join host Dr. Liz Brooke and Weaver for a passionate discussion about literacy as a civil right and the importance of literacy as a foundational skill that shapes a child’s future.  Dr. Brooke and Weaver dive right into the crucial issues that arise at the intersection of literacy, race, and opportunity—key topics of conversation for educators and leaders today.  Ready to feel fired up and more prepared to bring long-term solutions to your classrooms, schools, and districts with literacy instruction that works?    Kareem Weaver, Twitter @KJWinEducation Liz Brooke, Twitter @LizCBrooke   Episode Breakdown (6:58) Morgan State becoming IDA certified (12:49) The economics of literacy (14:28) The “Wait to Fail” model of assessment (21:02) This is not political (30:38) The three next steps   About Kareem Weaver Kareem Weaver is co-founder and executive director of FULCRUM which partners with educational institutions to improve reading results for students.  He also serves as the Oakland NAACP’s 2nd vice president and chair of its Education Committee, and his advocacy is featured in the upcoming film, “The Right to Read.”   Mentioned In This Episode: FULCRUM-Oakland The Right to Read film NAACP Education Innovation The Marva Collins Story Podcast Episode—Literacy and Teacher Prep with Dr. Simone Gibson Black and Dyslexic Podcast The Right to Read Commission International Dyslexia Association (IDA) Knowledge and Practice Standards for Teachers of Reading    Never miss an episode Join our community of listeners and never miss an episode. Subscribe to All of Literacy today!

 Lexia® Chief Learning Officer Dr. Liz Brooke interviews Emily Hanford, education journalist and host of “Sold A Story,” and Dr. Tiffany Hogan, Ph.D., CCC-SLP, about Hanford’s 2022 groundbreaking podcast series exposing decades’ worth of failed strategies to teach children to read. They discuss the intense national reaction to “Sold A Story,” continued media and community reaction, and a candid view into how to make the science of reading “stick” after decades of research and data.   Episode Breakdown (0:44) — The why behind the Emily Hanford podcast “Sold a Story” (8:19) — The national educator response to “Sold a Story” (12:38) — How kids are held back when schools teach habits of struggling readers (16:15) — Teacher preparation program shortcomings and what needs to change (20:37) — The real components of language comprehension (32:21) — Grade 4-12 teachers response to the literacy conversation (36:52) — The breakdown between data and research and the classroom (44:37) — The next steps to making the science of reading “stick”   About Emily Hanford  Journalist Emily Hanford brought the literacy conversations into American homes with the serial podcasts, “Hard Words: Why Aren’t Our Kids Being Taught to Read?” and “Sold a Story: How Teaching Kids to Read Went So Wrong.”  Hanford is a senior correspondent and producer for APM Reports, the documentary and investigative journalism group at American Public Media, and her work on education has appeared on National Public Radio and in The New York Times, Washington Monthly, Los Angeles Times, PBS NewsHour, and other publications.   Episode Resources The Hechinger Report — “OPINION: A call for rejecting the newest reading wars” Reading Rockets — “Teachers Won’t Embrace Research Until It Embraces Them” by Margaret Goldberg 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”   Emily Hanford, Twitter @ehanford Tiffany Hogan, Twitter @TiffanyPHogan Liz Brooke, Twitter @LizCBrooke   Curious about the whole season? Our next episode features Kareem Weaver of FULCRUM-Oakland. Join our community of listeners and never miss an episode.  Subscribe to “All for Literacy” today!