Science of Reading: The Podcast

Sarah Brown, Ph.D., is an education consultant and MTSS specialist who helps schools strengthen evidence-based instruction. She explores why Tier 1 is often overlooked, how universal instruction forms the foundation of MTSS, and how data can reveal whether it is working. The conversation also covers differentiation, intensive intervention, teacher collaboration, and practical ways to improve reading outcomes.

Matthew Burns, Ph.D., a University of Florida special education professor and literacy researcher, explores how to make MTSS part of everyday school practice. He clarifies MTSS versus RTI, traces the system’s roots, and examines the role of strong core instruction. The conversation spotlights data use, collaborative team meetings, progress monitoring, intervention matching, and integrating academic and behavioral support.

Joan Schumann, Ph.D., is an education leader, consultant, and founder of the International MTSS Association. She unpacks what MTSS is, what it is not, and the beliefs that make implementation work. The conversation explores prevention, early intervention, school redesign, special education decisions, and applying MTSS to math, behavior, attendance, and belonging.

A preview of conversations about Multi-Tiered Systems of Supports and their role in transforming literacy, learning, and behavior across schools. Topics include strong Tier 1 instruction, universal screening, targeted intervention, progress monitoring, data teaming, collaboration, and the challenges of implementing and scaling MTSS effectively.

Gina Biancarosa, researcher on comprehension assessment, explains why measuring understanding is tricky. Stephanie Stoller, literacy assessment designer, breaks down screening, diagnostics, and progress monitoring. Jan Hasbrouck, ORF expert and practitioner, clarifies what oral reading fluency truly measures. They discuss assessment purpose, tool alignment, and common misunderstandings in short, practical conversations.

Brittney Bills, Ed.D., educator and literacy leader who implemented MTSS and district-wide screening, explains practical approaches to aligning prevention-focused MTSS with science-of-reading instruction. She discusses using universal screening data, prioritizing whole-class solutions before intensive support, rethinking small groups, and building systems that support continuous improvement.

Sonia Cabell, Sigmund Endowed Professor of Reading Education and researcher on preventing reading difficulties. She discusses oral language as the foundation for reading. They trace how a large-scale IES study inspired a dissertation and examine content-rich instruction, randomized trials, measurement challenges, and how research accumulates over time.

Kymyona Burk, Senior Policy Fellow for Literacy and former Mississippi state literacy director and secondary English teacher. She discusses why adolescent literacy needs proactive statewide policy and universal screening. She explains how secondary teachers can get practical professional development and shares examples of content-area literacy wins.

Jeanne Schopf, interventionist and national literacy consultant with 35+ years in secondary literacy, discusses shifting beliefs about at-risk readers. She covers using screening data and coaching to build trust. Leadership, scheduling daily intervention win time, and system-level supports are highlighted. The conversation stresses humility, persistence, and uniting teams to make grade-level reading possible.

Julie Burtscher Brown, a PreK–12 literacy facilitator and former special educator who built Woodstock’s Structured Literacy Program, recounts starting a whole-school literacy initiative. She describes targeted, evidence-based practices that moved the needle, grouping students by readiness, boosting fluency and vocabulary across content, and building teacher leadership to scale measurable change.