Science of Reading: The Podcast

Natalie Wexler, an education writer and author focused on literacy instruction, joins Susan Lambert to discuss her new book. They delve into the importance of connecting literacy instruction to cognitive science, emphasizing the limitations of phonics alone. Natalie explains cognitive load theory's practical application in teaching reading and writing. She shares effective strategies for implementing evidence-based approaches in classrooms and how to inspire colleagues to embrace these innovative methods.

Amplify’s 2024 Science of Reading Star Award winners share insights from their daily work. They reflect on why it’s so critical to stay grounded in evidence-based literacy practices and how they bring those practices into their schools and classrooms. Listeners will be inspired by the creative ideas of educators who are making a difference in the lives of students across the country. Winners honored in the episode in order of appearance are: Amber Hines, Vance County Schools, NC; Elizabeth Caton, Windber Area Elementary School, PA; Jamie Vannoy, Wirt County Primary Center, WV; Christine Michalik, Cicero School District 99, IL; Andrea Mason, County Line Elementary School, GA; A. Simone McQuaige, Prince George’s County Public Schools, MD. Show notes:Apply for the 2025 Amplify Science of Reading Star AwardsLearn more about our 2024 Star Award winnersSubscribe to Beyond My YearsQuotes: “There is no, ‘Let's try this. Let's try that.’ When it's evidence based, you know that it's proven to be effective.” —Amber Hines“It's important that we are aligning our practices to standards and what the students are required to do—but also what they need.” —Elizabeth Caton“If we don't make a conscious effort to utilize evidence-based practices, we are going to be failing our most at-risk populations.” —Jamie Vannoy“All students should have the opportunity for multiple readings of the same text to build comprehension, to build fluency.” —Christine Michalik“It's really important to utilize assessments, [to] make sure that my students are getting exactly what they need based on the data that I get from assessments, but also based on the data that I get from regular progress monitoring.” —Andrea Mason“This is not something that can be just done at the schoolhouse. It involves the community and all of our community stakeholders.” —A. Simone McQuaige

Missy Testerman, the 2024 National Teacher of the Year from Tennessee, shares her extensive experience as an ESL teacher and advocate for families. She emphasizes the power of mentorship and collaboration among educators. Testerman discusses the importance of being flexible in teaching and connecting with communities. She tackles challenges like the 'who knows best' dynamic in education and the necessity of self-care for teachers. Most importantly, she inspires others to embrace new perspectives and prioritize relationship-building with families and students.

Ioulia Kovelman, Ph.D., is a developmental cognitive neuroscientist at the University of Michigan, specializing in literacy development for neurodiverse and multilingual students. She highlights how children's brains adapt during reading and the unique challenges faced by dyslexic learners. Ioulia emphasizes the importance of personalized literacy instruction and how different languages engage various cognitive 'muscles.' Ultimately, she underscores the collaborative relationship between scientists, teachers, and students in advancing literacy education.

In this engaging conversation, Susanne Nobles, Chief Academic Officer at ReadWorks and expert in educational research, discusses the importance of making high-quality texts accessible to all students. She highlights the value of the Article-A-Day program, which enhances students' knowledge and vocabulary while supporting teachers. Nobles emphasizes how children can discern quality in texts and shares insights on creating Spanish-English materials for bilingual learners. She offers thoughtful advice on ensuring text quality to foster a genuine love for reading.

Lori Josephson, a literacy specialist and author of "Calling All Neurons! How Reading and Spelling Happen," explores the fascinating connection between neurons and literacy. She shares her journey in creating an accessible resource about the neuroscience of reading. Lori discusses the importance of involving everyone in a student's literacy journey and offers strategies for helping older elementary students who struggle with foundational skills. This engaging conversation bridges the gap between reading and spelling, emphasizing innovative approaches to literacy education.

Hugh Catts, Ph.D., a professor at Florida State University specializing in language sciences and language disorders, dives into the complexities of comprehension. He argues that comprehension isn't just a reading skill but a multifaceted condition shaped by prior knowledge and intention. With personal ties to dyslexia, he offers insights on the significance of background knowledge and practical strategies to enhance student understanding. Hugh emphasizes the importance of coherent text and the interplay of vocabulary for better comprehension.

Kari Kurto, National Science of Reading Project Director at The Reading League, shares insights from her extensive experience in curriculum evaluation. She discusses the importance of research-based practices in literacy instruction, especially for students with dyslexia. Kurto highlights essential non-negotiables for effective reading programs and the tools available to educators for informed curriculum choices. Her passion for improving literacy outcomes shines through as she advocates for continuous improvement and community collaboration in education.

Join Sue Pimentel, the lead writer of the Common Core State Standards for ELA, as she shares her insights on literacy in education. She breaks down the critical role of text complexity and advocates for knowledge building as essential for equity in learning. Sue questions the effectiveness of leveled readers, noting the importance of returning to research for true comprehension. The conversation emphasizes integrating rigorous content to prepare students for life and highlights the interconnectedness of reading and writing in fostering a richer educational experience.

In the Season 9 premiere of Science of Reading: The Podcast, Susan Lambert speaks with Ray James, Head of School at The Ansley School, about the transformative impact of literacy instruction. The Ansley School, which serves children experiencing homelessness, has made evidence-based literacy instruction a key piece of its efforts to foster profound educational and community change. Ray shares his journey and explores how a focus on literacy provides benefits that extend beyond the classroom to the broader community. This episode underscores the importance of foundational literacy skills and sets the stage for a new season dedicated to a literacy reboot.Show notes:Submit your literacy questions for a chance to win!The Ansley School Instagram): @theansleyschool Ray’s Instagram: @the_rayvolutionWebsite: https://theansleyschool.org/Quotes:"If you don't get reading right in an elementary school, every piece of the school suffers." —Ray James"We’re not just doing school, but educating people. I think a lot of people do school, we’re trying to educate our community holistically."—Ray James"Education isn't just about academics, it's about creating a safe place and providing holistic, evidence-based literacy instruction that catalyzes real change."—Ray JamesEpisode timestamps*01:00 Season nine: Reading reboot02:00 Introduction: Who is Ray James?04:00 Ray James' journey from politics to education06:00 The Boyce L. Ansley School community10:00 Support structures for families13:00 Transforming literacy at The Ansley School20:00 Impact of literacy initiatives29:00 Future goals and vision for The Ansley School40:00 Season nine: Looking ahead*Timestamps are approximate, rounded to nearest minute