Melissa & Lori Love Literacy ™

Episode 233 In this episode, we sit down with speech-language pathologist Linsey Jones, who’s leading groundbreaking work in her district by delivering smart, targeted, and manageable literacy interventions to kindergarten students.Linsey shares how her background in speech-language pathology led her to create a data-driven, highly responsive tier 2 intervention program. She walks us through how she uses assessments (think: letter-sound knowledge, early phonemic awareness, and real-time data tracking), what her 15-minute intervention sessions really look like, and how thoughtful collaboration with classroom teachers has created system-wide change.We also talk about how her work has been influenced by literacy expert Julia Lindsey and how their entire district is now seeing almost no students falling behind by the end of kindergarten.ResourcesLearn more about Linsey's Tier 2 Phonemic Awareness Intervention ProgramCheck out Linsey's website: speechlanguageliteracyconnection.com Research-Based Routines for Developing Decoding Skills with Julia Lindsey (podcast episode)  Reading Above the Fray by Julia Lindsey (book)Kindergarten TEAM Reaches (nearly) 100% Success Using Evidence-Based Practices (podcast episode)Upstream: The Quest to Solve Problems Before They Happen by Dan Heath (book)  We answer your questions about teaching reading in The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night.Grab free resources and episode alerts! Sign up for our email list at literacypodcast.com.Join our community on Facebook, and follow us on Instagram, Facebook, & Twitter.

Episode 232We know MTSS can feel like one more acronym and maybe one more thing on your plate. But what if it was the thing that helped everything else run more smoothly instead?In this episode, we chat with Stephanie Stollar and Sarah Brown, authors of MTSS for Reading Improvement, who help us rethink what strong systems of support actually look like. Together, we explore how to move beyond one-off interventions and start building aligned, school-wide systems that  support every reader. You’ll hear:The difference between MTSS and interventionWhy Tier 1 instruction is your most powerful lever for changeWhat it looks like to work within your reality, not around itHow class-wide supports and smart teaming can lead to huge growthWays teachers (even without formal leadership roles) can spark changeRESOURCESMTSS for Reading Improvement by Stephanie Stollar and Sarah Brown Reading Science Academy with Stephanie Stollar  MTSS Data Academy with Sarah Brown Schoolwide Reading MTSS CollaborativeThe Reading League Book Study for MTSS for Reading Improvement (You can still sign up for recordings!)  We answer your questions about teaching reading in The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night.Grab free resources and episode alerts! Sign up for our email list at literacypodcast.com.Join our community on Facebook, and follow us on Instagram, Facebook, & Twitter.

Episode 231Working with students who struggle to make sense of complex texts? You’re not alone! Christina Cover, a high school special educator, interventionist, English teacher, and literacy coordinator, is here to help! In this episode, Christina shares real-world, research-based strategies she uses to help her students break down and make sense of challenging texts. From her go-to routine Getting the Gist to building vocabulary and using morphology instruction in context, Christina walks us through what works in her classroom.You’ll hear:How to support students in summarizing and understanding complex textsWhy vocabulary and morphology matter so much for comprehensionWays to make test prep meaningful without sacrificing deeper readingHow writing can be a powerful tool for reading comprehensionIf you teach in grades 3 and up, this episode is full of tools and inspiration you can take straight back to your classroom.Resources:Getting the G.I.S.T. Word Matrices Frayer Models Collaborative Strategic Reading (CSR) The Writing RevolutionQFT: Question Formulation TechniqueProject for Adolescent Literacy: email: pal@seekcommonground.org   We answer your questions about teaching reading in The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night.Grab free resources and episode alerts! Sign up for our email list at literacypodcast.com.Join our community on Facebook, and follow us on Instagram, Facebook, & Twitter.

Bonus EpisodeIn this episode, Melissa and Lori sit down with Freddy Hiebert, founder of Text Project, to dive deep into the critical role texts play in reading instruction. They explore how the types of texts provided to students not only shape their reading practice but also influence their self-perception as readers.Freddy shares her expertise on understanding text features and the vital role of repetition in vocabulary acquisition. The conversation highlights how background knowledge supports comprehension and the thoughtful development of decodable texts to support early readers.They also discuss exciting advancements like the use of AI for generating reading materials and the importance of designing engaging, relevant texts for middle and high school students.Freddy unpacks the significance of morphological families, polysemy, and semantic mapping, stressing how teachers must grasp these complexities to support deeper word learning and understanding. She underscores the importance of offering students a diverse “text diet” to build vocabulary and comprehension skills.Listeners will come away with fresh insights on creating engaging texts for diverse learners and innovative strategies for vocabulary teaching that combine context, repetition, and thoughtful text design.Visit TextProject.org for more info.  We answer your questions about teaching reading in The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night.Grab free resources and episode alerts! Sign up for our email list at literacypodcast.com.Join our community on Facebook, and follow us on Instagram, Facebook, & Twitter.

In this enlightening discussion, Kristin Conradi Smith, a reading motivation expert, John Strong, an associate professor specializing in informational texts, and Steve Amendum, a literacy complexity guru, tackle the importance of challenging texts in education. They clarify differences between text complexity and difficulty, emphasizing thoughtful scaffolding to help students thrive. The conversation highlights strategies for assessing diverse learners, the role of decodable texts, and the value of read-alouds in early grades, packed with insights to inspire educators.

Episode 229In this episode, Katie Pace Miles and Molly Ness define and explain orthographic mapping as a crucial cognitive process for reading fluency and comprehension. They discuss the importance of mapping words in long-term memory, the difference between memorization and mapping, and the trifecta of phonology, orthography, and meaning that supports effective word learning. They share a four-step protocol from their new book, Making Words, Stick, for supporting orthographic mapping. They provide insights into effective teaching strategies and resources available for educators.ResourcesMaking Words Stick - Molly & Katie’s book! Making Words Stick One Pager - Preview the Big Ideas in the book! Katie’s Non-Profit - Readinginstitutenyc.orgRosenthal & Ehri 2008 Study The Science of Learning to Read Words - Ehri Grapheme-Phoneme Knowledge - Ehri Laura Steacy’s research  We answer your questions about teaching reading in The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night.Grab free resources and episode alerts! Sign up for our email list at literacypodcast.com.Join our community on Facebook, and follow us on Instagram, Facebook, & Twitter.

Episode 228 If you’ve ever wondered how to help your students decode longer words, this episode is for you! We’re joined by literacy researcher and professor Devin Kearns to talk all about teaching multisyllabic words.Many phonics programs focus on single-syllable words, but what happens when students hit big words and get stuck? Devin unpacks the research behind why that happens and what we can do instead. We talk about:flexible decoding strategies,when and how to teach syllables and morphemes,and what “set for variability” really looks like in the classroom (spoiler: it’s not guessing!).You’ll walk away with practical, research-backed ideas to help your students read longer words with confidence.Devin M. Kearns, Ph.D., is the Goodnight Distinguished Professor in Early Literacy at NC State, where he studies early reading and collaborates with experts in psychology, cognitive science, and neuroscience to explore the brain basis of reading.RESOURCESHelping Students With Dyslexia Read Long Words: Using Syllables and Morphemes by Devin M. Kearns and Victoria M. WhaleyFollowing the Rules in an Unruly WritingSystem: The Cognitive Science ofLearning to Read Englishby Devin M. Kearns and Matthew J. Cooper BorkenhagenSyllable Division: New Data that Can Inform Intervention by Joanne Marttila Pierson, Ph.D., CCC-SLPOn Eating Elephants and Teaching Syllabication by Tim Shanahan We answer your questions about teaching reading in The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night.Grab free resources and episode alerts! Sign up for our email list at literacypodcast.com.Join our community on Facebook, and follow us on Instagram, Facebook, & Twitter.

Episode 227In this episode, Jan Hasbrouck discusses the critical components of reading fluency, focusing on automaticity and its measurement through words correct per minute (WCPM). The discussion highlights the relationship between fluency and comprehension, the role of oral reading fluency in assessing student progress, and the importance of frequent assessments in the classroom. Jan also reflects on recent research findings from NAEP scores that challenge previous assumptions about fluency and automaticity, emphasizing the need for educators to adapt their understanding and practices based on evolving research.  The discussion also touches on the debate between repeated reading and wide reading, advocating for an approach to reading instruction that incorporates both methods. Hasbrouck encourages educators to embrace continuous learning and adapt their teaching strategies based on evolving research.Resources Hasbrouck Tindal 2017 ORF Norms Chart2018 NAEP Oral Reading Fluency Study by White, S., et. al. Listen to more Melissa & Lori podcast episodes on Fluency!  We answer your questions about teaching reading in The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night.Grab free resources and episode alerts! Sign up for our email list at literacypodcast.com.Join our community on Facebook, and follow us on Instagram, Facebook, & Twitter.

In this engaging discussion, renowned author Maryanne Wolf, a leader in dyslexia research, joins former teacher Melissa Orkin, who has collaborated with Wolf for 15 years. They delve into the vital concept of reading fluency, emphasizing its impact on comprehension and social-emotional well-being, especially for struggling readers. They introduce the innovative POSSUM approach, which integrates various aspects of word knowledge, helping educators adopt holistic strategies for teaching reading and ensuring that students thrive in their literacy journeys.

Virginia Quinn Mooney, a dedicated first-grade teacher, dives into the essentials of reading fluency for young learners. She emphasizes the significance of fluency in enhancing comprehension and shares dynamic strategies, like partner reading and engaging read-alouds. Virginia highlights the power of expression and prosody, recommending the incorporation of songs and poems for richer reading experiences. Her insights are invaluable for educators seeking to foster confident, independent readers in their classrooms.